The aim of this course is to introduce educational technology as an essential and integral component of the teaching/learning process, and to highlight the different roles it plays in improving the effectiveness of learning and instruction. The course covers the learning principles and strategies for integrating technology into teaching. It emphasizes the teacher's role in designing, developing, utilizing, and evaluating instructional technology effectively. The candidates will learn the production skills and the effective procedures of selecting, producing, utilizing and evaluating various instructional media.
The course aims at introducing candidates to the basic principles of curriculum and instruction. Among the topics covered are curriculum planning, design, implementation and evaluation. Emphasis is placed on designing and adapting curriculum materials to suit various students' needs.
This course focuses on the development and learning of young children (birth through age 6), emphasizing an in-depth understanding of children's developmental stages and implementing developmentally appropriate practices. It focuses on in-depth study of young children's physical, cognitive, social, emotional and language development. Students will apply various theoretical perspectives of development and learning to teaching. Contextual factors that affect young children's development and learning will also be studied.
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence young children’s development and learning. Students will have the opportunity to learn the connection between theories of child development and learning and actual practice with young children.
An in-depth investigation into the theoretical and philosophical underpinnings of literacy development, birth to age 8; students read and discuss with colleagues the research and theory supporting instructional strategies for early literacy. Students consider means for determining the appropriateness of various literacy strategies, including concepts of print, story language, comprehension and literacy-rich environments. Assessment tools of early literacy acquisition will be presented and reviewed. This course aims at highlighting early literacy and the importance of setting a developmentally appropriate environment for literacy development. It covers the stages of reading and writing and the implementation process of literacy in early years. The course also emphasizes the integration of the language arts in the curriculum which is characterized by the inter-relationship of listening, speaking, reading, writing, viewing and visual representation. The course will cover wide arrays of topics including but not limited to: emergent literacy definition, foundations of literacy, phonemic awareness, family literacy, environmental print, and reading difficulty prevention.
This course equips students to teach English as a second/foreign language in preparatory and secondary schools. Students will develop knowledge and understanding of relevant teaching theories and practices to meet the language learning needs of ESL/EFL students in preparatory and secondary school contexts. The course aims to expose students to different learning and teaching strategies relevant to oral language development. Explicit and implicit approaches to vocabulary and grammar instruction will be examined. Students will also be exposed to effective assessment techniques for evaluating students’ oral language in preparatory and secondary schools. Planning for instruction and microteaching will be an integral part of the course to advance the students experience in applying the theories, methods and strategies they are exposed to in the course. Students will be exposed to opportunities where they can evaluate and reflect on their teaching practices and what they have learned.
Through a series of creative projects, students will explore colour theory. Discussions of colour and its relationship to composition and interpretation through harmony and contrast will be explored. Additionally, this course involves the science of colour perception, expression, and application in traditional and digital methods. The major theories of colourists such as Itten, Albers, Goethe, and Hofmann will be used as the basic structure to study specific colour properties and functions. There will be intensive exercises in colour mixing focused on exploring hue, value, intensity, transparency, and colour interaction. The course combines lecture, demonstration, and critique.
This lecture course will introduce students to the historical and cultural significance of visual art museums. Throughout the course, students will consider the role of the museum and its importance to the community. As part of their investigations, they will make many museum visits to familiarize themselves with artwork, its arrangement in a museum, and how viewers interact with it.
The aim of this course is to explore the principles, methods and materials for teaching young children music, movement, visual arts and dramatic play through process-oriented experiences to support divergent thinking, to develop a personal and professional foundation, the confidence and knowledge base, and techniques and approaches to support a highly creative atmosphere in the classroom.
This course aims at helping candidates provide opportunities for children to develop basic religious and social studies concepts. It covers the planning, implementation, and evaluation of religious and social studies activities and provided activities in religious and social studies relate to everyday experiences in childrens' lives.
This course provides candidates with the skills necessary to effectively draw sources of learning from the children’s family, community, and cultural contexts in order to advance children’s learning. It reviews family systems theory and covers the processes and skills involved in the teacher’s collaborative relationships with families, and community service agencies. The course emphasizes the teacher’s need to foster responsible relationships that support children’s well-being.
The course aims at familiarizing candidates with the knowledge and skills necessary for health and psychological care for kindergarten children. It covers topics such as: the basics in health and nutrition, ways of dealing with problems of health and safety. It places emphasis on first hand experiences and applications.
The course aims at familiarizing candidates with the knowledge and skills necessary to teach science for young children. It covers topics such as methods of teaching science for young children, and concepts and inquiries for teaching children science such as light energy and color, heat energy, sound energy, magnetic interactions, electrical energy, plant life, animal life, human life, water, air, and weather, the earth-changing surface, and the earth and space. It places emphasis on first hand experiences and inquiry applications.
This course focuses on planning and implementing developmentally appropriate mathematics curricula for young children (birth through age 6). The application of principles of whole child development to the nurturance of mathematical and pre-mathematical concepts in early childhood education will be emphasized.
This course provides students with theories on development of play and how it can be guided. It will place an emphasis on how young children use play to develop individually, to understand the physical and creative ability. It also includes a section on selection and construction of play materials
This course aims to help students study the types of reasoning students engage in during learning of mathematical concepts and processes. Students will learn to embed thinking skills training in a wide variety of instructional activities to promote logical reasoning, argumentation, critical analysis and inference. Prospective teachers will be exposed to different pieces of literature and ways of teaching them to enhance learners’ mathematical abilities. Reflection and self-evaluation will be integrated into selected components of the course.
This course covers contemporary topics of interest to early childhood educators. Topics include childhood education in different environments, early intervention, inclusive education in early childhood settings, childcare policy, and comparative instructional strategies. Emphasis is placed on ways of employing the topics in enhancing strategies of learning as well as children's care.
This course will help prospective teachers of early childhood education to design and evaluate appropriate learning environments for young children. Students, in this course, will explore many aspects of the learning environment, such as physical arrangements of the classroom, materials, the curriculum, adaptations for individual children, the social environment created by the relationships among the children, the way the teacher interacts with the entire class and with individual children, and teacher guidance. This course also includes a field experience component.
This course is designed to help prospective teachers of young children conduct informal and formal assessments and develop an assessment system that draws information from various assessment sources. The course will help prospective teachers learn to work with young children, understand how changing development affects assessment and evaluation of these children. Teacher candidates will also learn effective ways for assessment partnerships with other colleagues, families, and children.
This course is designed to provide students with avenues for the exploration of art in public places. Students investigate the processes involved in the production, acquisition, and display of art in public places. The issues of funding, management, and utilization of art in public spaces are discussed. The social, cultural, and economic significance of art in public places within the micro community and macro society is examined.
This course aims at integrating knowledge, concepts, and skills associated with the courses in the ECE program. It emphasizes situations and challenges that exist in the real world. Students are expected to creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
Student Teaching in Early Childhood Education: During this course, candidates will demonstrate mastery of all standards for beginning teachers that have been adopted by Faculty of Education's teacher education programs. Planning, instruction, the learning environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. Students are expected to spend a full semester practice teaching in one of the public kindergartens. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
This course aims at introducing educators to the research processes utilized primarily in education. Quantitative and qualitative research paradigms will be emphasized. Educators will gain knowledge and skills in conceptualizing, developing, and carrying out research problems related to their specialty. Furthermore, various measurement tools used in educational research as well as specific concepts related to ethics of research and copyright and rights protection of human subjects will also be introduced in order to develop the concept of educational research.
This course will focus on the application of contemporary learning theories in the design of interactive environments for information retrieval and performance support. Students learn a variety of tools appropriate for computer-based development. They are also expected to work in teams to produce and evaluate products for interactive learning and technology-enhanced educational environments such as hypertext, hypermedia, micro-worlds, simulations, internet resources, instructional games and virtual learning environments.
This course aims at developing graduate students' research skills in applying statistical concepts. Using a statistical package to analyze data will be emphasized. Students are expected to critique and interpret published research articles. Furthermore, this course will highlight the process of developing and reporting research studies. Thus, students are expected to develop research topics, select study designs, develop research instruments, collect and analyze data, etc.
Students in this course will be exposed to new developments in the areas of teaching and learning and are expected to think critically, reflectively, reasonably, creatively, and ethically about these new trends. In this course, students will be challenged to purposefully examine their beliefs and knowledge about teaching and learning based on new trends in this filed. Students will view teaching as a practice grounded in a system of values, theories and beliefs. Also, they will utilize inquiry as a tool for professional development. Implications for teaching and learning will be explored. Thus, this course will focus on students' field experiences and improving practices in teaching and learning based on research and scholarship work of others.
This course provides an overview of the digital landscape for young children from an ecological perspective that includes digital media exposure in both home environment and early childhood settings. The course highlights critical questions surrounding the consequences of growing up in the digital age and examines the notion of early childhood digital pedagogy. Specifically, the course explores a legitimate and appropriate approach to utilizing digital technologies to enhance children’s holistic development and play-based learning, including particularly in literacy, numeracy as well as speech and language.
This course is designed to facilitate a high level of knowledge of the research methods used in early years. Students will exit this course with knowledge, skills and dispositions which they can use to conduct research in appropriate ways with young children. The course presents both conventional and critical approaches with a focus on qualitative, quantitative and mixed-methods designs. This course is designed to encourage students to consider ethical issues as paramount, both in designing and conducting research with a focus on critiquing the appropriateness of various research methods. Through this course, students will finely tune their skills in reviewing research papers in the area of early childhood education.
This course will focus on STEM education as an interdisciplinary approach to learning where students learn and apply concepts in science, technology, engineering, and mathematics separately or in combination. By their very nature, early childhood settings are primed to support STEM learning. The course is designed to provide students with knowledge and experience to assist them in becoming an effective ECE teachers. Emphasis will be on modes of instruction, engaging students in discourse and active learning, use of technology, effective assessment, and recent research in the field of STEM education. Students will extend their professional knowledge and develop the stills and dispositions necessary to meet the college of education CF element, planning for teaching.
The primary purpose of this course is to enable learners to critically examine current curriculum practices and approaches and explore a range of curriculum theories and models.The course will also focus on curriculum design and development with an emphasis on anticipating future change. Students will be involved in curriculum evaluation activities such as examining curriculum research attempts particularly those within the UAE context and designing a research study to evaluate selected curriculum development efforts. The overall intent is to enable educators to more critically analyze both school curricula and proposals for curricular change and construct sound alternative proposals of their own.
The aim of this course is to enable candidates to gain an advanced knowledge and understanding of current issues and research topics in classroom assessment in schools, acquire conceptual and technical skills in developing authentic standard-based assessments, and explore the impact of those assessments on student learning in the classroom. The course will also emphasize reflection on current research in assessment and evaluation and on how that research can be incorporated into classroom practices and otherwise used in schools. This course focuses on the use of assessment evidence in evaluating secondary school programs and improving classroom instruction
This course examines contemporary theories and practices in the area of language and literacy learning and development for infants, toddlers and young children in both UAE and international contexts. Topics covered in the course include: developmental stages in learning to read and write; modern definitions of language and literacy in ECE; oral language and emergent literacy; factors that influence learning to read and write; social cultural approach to language and literacy teaching in ECE; creating a language and literacy rich environment; supporting language and literacy development for children from diverse cultures, languages, and developmental backgrounds; promoting language and literacy in young dual language learners; early intervention on language and literacy for school readiness.
This elective course offers an in-depth exploration of the physical and emotional adaptations of parenthood and the needs and experiences of babies. There will be an emphasis on the particular role of early childhood practitioners and partnerships with health and social care professionals in supporting parents as they negotiate their roles as mothers and fathers. Underpinned by different theoretical frameworks, students will explore areas such as emotional and physical wellbeing throughout pregnancy and the postnatal period, the political and social context of motherhood/fatherhood, normative constructs of parenthood, attachment and emotion in early childhood work, touch, early language and creativity, feeding and early relationships with food.
This course explores a range of early childhood assessment and evaluation practices essential to child assessment, intervention and planning from pre-school through kindergarten. Students explore international policy trends, perspectives, and challenges in assessing young learners, with a focus on the UAE kindergarten context. The course develops the knowledge and skills required to collect and apply assessment data to improve early learning outcomes.
This course provides an in-depth view of best practice for working with children and the families and carers, based on research evidence. The course focuses on using ethical practices and reflection when working with young children and their families. The course addresses various issues which children may face and discusses research on these areas. Students are encouraged to consider how they might apply these aspects into their own educational practice with early years’ children within the UAE context.
This course allows for a critical exploration of theory and practice and ways these inter-relate and extend each other, for the Early Childhood Practitioner. The course encourages students to engage with wider reading and scholarly work in order to apply conceptual and theoretical lenses within early childhood to develop criticality, reflexivity within their practice. Content may include, but not limited to, current practice, mentoring, theoretical models, approaches to ECE, national and international policy, and teacher-parent partnership working.
This course aims to encourage students to apply historical, philosophical, and theoretical perspectives to current Early Childhood contexts in order to develop their understanding of Early Childhood Pedagogies in educational and care for children 0 – 6 years. Key pedagogic issues will be explored, including but not restricted to; play, complex needs, learning environments, collaborative spaces, and relationships.
This course explores a wide range of early childhood curriculum models from pre-school through kindergarten and the philosophies, theory and research that inform them. The course emphasizes integrated, activity-based curriculum and learning with a focus on the UAE Ministry of Education KG curriculum. Students conduct an observational case study that involves reflecting on an integrated curriculum model in practice. The course applies early childhood pedagogy, research, and curricular knowledge to thematic unit and lesson planning. curricular content areas to plan developmentally appropriate units, lessons and activities for teaching and learning that meet curriculum outcomes and appropriately challenge learners.
This course will focus on current issues in mathematics education and their application to classroom instructional practices and procedures. Topics will be based upon recent concerns and developments in the field of mathematics education. The course is designed to provide students with knowledge and experience to assist them in becoming an effective mathematics teacher. Emphasis will be on modes of instruction, engaging students in discourse and active learning, use of technology, effective assessment, recent research and national standards. Special attention will be given to teaching with understanding and learning to enhance student’s appreciation and enjoyment of mathematics. Students will extend their professional knowledge and develop the stills and dispositions necessary to meet the college of education CF element, planning for teaching.
This course focuses on learning processes for mathematics. It introduces national and ADEC standards regarding content and methodologies for teaching mathematics. It also examines instructional methods and materials in relation to secondary mathematical content, curriculum and assessment.
This course introduces science teacher candidates to contemporary methods and approaches for teaching science effectively for all students. Emphasis will be placed on inquiry-oriented instruction. Such knowledge, together with their own science experience, will form the foundation for them to reflect upon and understand the events of science classroom and to make decisions that guide their teaching practices. Further, this course will provide candidates with diverse and frequent opportunities to reconstruct, reflect upon and apply personal and professional knowledge, skills, beliefs and attitudes regarding effective science teaching.
This course emphasizes science teaching methods, teaching issues, multiculturalism, the role of the local communities and environments in science teaching, and professional development. This course emphasizes the essential elements of classroom management, asking questions, guiding activities, and engaging in community and environmentally-centered projects through science education for community development. This course is also unique in that you will be asked to critically analyze environmental literacy resources related to science teaching and further develop your understandings of teaching investigation, writing, nature journaling and observation, safety and ethics. This course emphasizes how teachers work with students to foster sustained scientific interests, and become informed and will have greater access to environmental decision-making.
This course explores instructional theories and strategies for teaching preparatory and secondary English. The course provides comprehensive views about instruction in preparatory and secondary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in English language as well as opportunities to read, analyze, and critique related literature on instruction. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual preparatory and secondary classroom contexts.
This course exposes students to different perspectives in the fields of language teaching and learning in order to prepare them to select and apply effective instructional methods and techniques for the teaching of reading, writing, and vocabulary to English language learners in the UAE. The course examines important connections between educational theories, research findings, teaching practices, and materials in an effort to help each student devise effective instructional methods for their particular teaching contexts. It reviews research on instructional strategies and critically examines evidence for the effectiveness of a variety of methods that are useful for primary, preparatory, and secondary students.
This course introduces the learner to the modern theories and strategies of teaching of Arabic language in general education, starting from the principles of modern theories in planning and implementing the teaching of the Arabic language, relying on building knowledge and teaching skills on many educational practices and theories that make the student an active learner, researcher and producer of knowledge. In addition, the course provides a theoretical base that helps the learners understand the nature of teaching in the various educational stages. The course also gives opportunities to them to review previous studies in the field of Arabic language teaching, especially reading and writing strategies, and study, analyze, and criticize them and express an opinion in order to use it in developing their educational studies. Taking advantage of the results of analyzing these studies, the course reviews the social, psychological and philosophical factors that will affect learning, by discussing and comparing them and examining its applications globally, regionally and locally.
This course introduces the learners to the modern theories and strategies in teaching of Arabic at the secondary level, which helps them to build their own knowledge system, which enables them to provide content to the students in a variety of innovative ways. The course provides a theoretical base that helps the learners understand the nature of teaching at the secondary stage, the nature of students, their inclinations and needs at this stage. In addition, the course provides opportunities to them to self-learn by reviewing previous studies in the teaching of Arabic language in the secondary stage and analyze and criticize them and express an opinion in light of previous experiences. The course reviews social, psychological and philosophical factors that will affect the learning at the secondary level, so that the learner can discuss, compare and find its applications globally, regionally and locally.
This course aims to examine a variety of theories of social studies education. It will research and reflect on successful educational practices and synthesize our findings with current standards of social studies education. It covers studying the nature, structure, concepts, interdisciplinary relationships, inquiry and discovery methods, problem solving, law-related education, Fink’s theory of objectives, environmental issues, active learning, contemporary teaching strategies, diversity, values and attitudes, and the original sources
This course aims to examine national and international social studies standards. It also explores current trends in teaching social studies besides investigating the effectiveness of teaching strategies in social studies in real classroom. The course also illustrates different types of assessment in social studies classrooms.
The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of their specific specialization and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout her/his entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.
The aim of this course is to assist students in preparing their final project which will be a summative of what they have learned throughout their graduate program. Students are expected to complete this course within 6 credit hours. The Master’s graduation project could be completed as a creative project or an action research project. So, master students will have an opportunity to choose whether they are interested in preparing a creative project or action research. Creative projects are the tangible products of creative behavior and/or creative thinking. Creative projects are expected to benefit school. For instance, creative projects may include, but not limited to, activities, art, crafts, websites, games, applications and toys.
This course is aimed at exploring current trends and issues in teaching and learning in education. The course includes issues and practices pertinent to teaching and learning literature which enables Master candidates to think critically and ethically by creating general profiles about these issues. The course will explore issues pertinent to new practices in teaching, learning theories, innovative instructions, learning standards, curriculum and educational policies, professional development, new technologies, learning institutions/communities, assessment and paradigms shifts. In this course, Master candidates’ strategies beliefs and views will be contested vis-à-vis new challenges and obstacles in teaching, learning, curriculum, schools and learning institutions. The Master candidates will learn ethics of care by viewing teaching and learning practices as a holistic system based on values, beliefs and theories.
This course aims to develop teachers’ and administrators’ technological knowledge and skills to enable them to effectively use and manage smart learning classes in line with the rapid development in the field of education worldwide. The course will include both theoretical and practical components. It will focus on the theories of international models which represent the theoretical bases for integrating technology in education. It aims to enable teachers and administrators to be aware of the right procedures to be used for achieving the target goals inside and outside the classroom. In relation to the practical component of the course, the focus will be directed towards the effective integration of technology in learning and teaching through the efficient use of smart learning, educational media and the Internet. It will also emphasize electronic and mobile learning to enable teachers to acquire the skills of designing and implementation as well as enabling administrators to acquire the skills of strategic planning, monitoring and evaluation. It will deal with modern educational technology and its diverse uses to enable both teachers and administrators to acquire the skills of electronic documentation. Teachers are expected to be able to document their work inside and outside the school, while administrators are expected to be able to use their documentation skills at a wider level to include all different school activities.
The aim of this course is to help candidates gain sophisticated knowledge and understanding of current issues and research topics in classroom assessment, develop skills in designing and implementing performance-based assessments, and explore the impact of those assessments on student learning in the classroom. The course emphasizes reflection on current research on assessment and evaluation and on how research can be incorporated into classroom practices. It also focuses on the use of assessment results in evaluating school programs and improving classroom instruction.
This course addresses the application of Artificial Intelligence (AI) in education. It focuses on the application of AI in different educational contexts that lead to a more effective teaching and learning environments. Students will learn to be introduced to a number of crucial topics in AI that will lead to the acquisition of skills and knowledge related to this field. Participants will be introduced to the history of AI, theories behind this technology, applications of AI, and potential applications of AI in education.
This course focuses on the importance of implementing thinking intelligence in learning environments, and help program candidates to acquire knowledge, values and skills that would help them to deploy thinking strategies in classrooms. In addition, this course will offer candidates with opportunities to understand the nature of human brain, structure, and different thinking styles that our brain uses to interact with different variables around us.
This course focuses on Electronic Portfolio (EP) and final creative project proposal development. This course will assist students in preparing their Electronic Portfolio and final project proposal which may include background study, project goal and objectives, and project development phases. The Electronic Portfolio should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects.
The purpose of this course is to integrate, synthesize and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. This course will assist students to submit their final draft of the Electronic Portfolio demonstrating competence in their area of specialization through artifacts they submit as evidence in a portfolio, and through classroom and field assessments.
The purpose of this course is to provide candidates with understanding of the curriculum theories and practices underpinnings. More specifically, the course will highlight how curriculum is conceived, developed and implemented through the idea of praxis pertinent to candidates’ background and interest. The course will explore the social, psychological, epistemological, philosophical theories and explored how these theories can be express into real practice in developing, articulating and implementing the curriculum. The course will further explore postmodernisms, poststructuralists, aesthetical feminism, phenomenological, critical, autobiographical and theological theories in order to conceptualize the role of these theories in advancing curriculum inquiry and discourse.
This course intends to explore past and current issues in research on learning and teaching. The course will focus on philosophical issues and theoretical frameworks used to understand how students learn. The course will also examine approaches to empirical work investigating students' learning and teaching in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in teaching and learning.
This course introduces students to the development, implementation, influence, and structures that shape curriculum and instruction policy. Description and analysis of major factors involved in curriculum and instruction policy-making at the local, national and international levels. The course includes information and practice on developing a practical approach to policy development in curriculum and instruction. Contemporary educational policy will be investigated as students put analysis into practice.
This course introduces the nature of instructional supervision. It provides competencies in the appraisal of teaching, the measurement of teacher performance, and familiarity with techniques related to the evaluation of teaching. It includes systematic analysis and evaluation, and integrates the current concepts, planning, measurement instruments, and validity of appraisal systems
Quantitative Research Method is an introductory graduate course in using quantitative methods for inquiry in education research. Students will learn about the fundamental concepts and procedures of descriptive and inferential statistics. Students will have the opportunity to develop competence in reading and understanding statistics topics from sources such as texts, dissertations, journals, or technical reports. The course will also include an introduction to the use and interpretation of IBM SPSS.
This course is designed for graduate students in Education. It is assumed that students entering this course have taken previous graduate statistics courses (Quantitative Research Method I and Quantitative Research Method II), and have a basic understanding of statistics and statistical inference from basic concepts through to linear models such as ANOVA and multiple regression. The course will provide students with the more common multivariate procedures used in education, such as multiple regression (with interactions), multivariate analysis of variance, logistic regression, discriminant analysis, factor analysis/SEM models, and principal components analysis. In addition to surveying these methods, their application using IBM SPSS software will be demonstrated.
This hand-on course aims at providing doctoral candidates with theoretical foundation and practices to understand qualitative research. Qualitative methods, such as phenomenology, ethnography, grounded theory, symbolic interactionism and case study will be explored. The Ph.D. candidates will critically examine the different epistemological stances of qualitative inquiry such as interpretivism, hermeneutics, and social constructivism. The course will focus on the identification and creation of research problems, the development of qualitative research designs, actual data collection, and analysis procedures to address these issues.
This course aims at providing Ph.D. students with an overview of mixed methods research. The history and philosophy of mixed methods research, the emerging literature on it, purposes and characteristics of mixed methods research, types of research problems addressed the specification of mixed methods purpose statements and research questions, types of major mixed methods designs, data collection and analysis strategies within mixed methods designs, and reporting and evaluating mixed methods studies will be discussed. Students will have the opportunity to develop a mixed methods study design proposal on a special topic and critique published research articles in their field of study.
The course is intended to provide candidates with historical and philosophical basis of science teaching and learning. It examines the nature of scientific knowledge and how it develops, distinction between science, pseudoscience, and other branches of knowledge. Implications for science education policy and instruction will be discussed in this course. Candidates will have the opportunity to critique research articles and contexts that examine historical and philosophical aspects of science education and consider critically how might history and philosophy of science impact the development of scientific knowledge and thinking.
The purpose of this course is to help candidates explore aspects of science teacher education through readings, discussion, and practice. The course is organized around three themes: (1) science teachers are learners that construct understandings of theory and practice, (2) science teacher education can affect teacher practice, and (3) standards and teacher education are inextricably linked, guiding how teachers teach and what students learn.
The course examines current trends and issues in science education and how these trends and issues impact teaching and learning of science, Candidates will examine current trends of science teaching and develop conceptual frameworks and personal instructional theories related to teaching and learning science.
This course provides opportunity for candidates to intensively examine trends and issues in science education that have direct influence on student learning of science such as science literacy, assessment for and of learning, technology in science education, history of science education.
The course aims at helping candidates to understand how research is being conceived, designed, implemented and finally published. Candidates will engage in research activities that will lead to the development of research skills. Topics to be investigated will be agreed on individual basis.
The course is intended to provide candidates with opportunity to explore issues related to how student learn science and strategies used by learners to learn science. Issues related to metacognition, multiple intelligence, individual differences and context for learning will constitute a particular focus.
The course will focus on issues of assessment of and for learning including assessment of specific learning concepts. Candidates will learn how to assess for understanding and profile student learning.
This course provides doctoral students with a solid understanding of educational technology integration in the classroom. Students will have the chance to examine the best practices of educational technology in science through technology; including field visits, the use of the Internet, and virtual reality and simulation programs used in teaching science. They will have the skills to review and select appropriate software for use in science classrooms to enhance students’ learning, in addition to the production of science-curriculum-specific projects demonstrating effective technology integration abilities.
Candidates will either focus on some special topics in science education to further their expertise or do clinical internship in K-12 schools of UAE.
The course aims to help the candidates understand the theories of learning offered in mathematics education that are deemed to be cornerstones in the history of mathematics education research. Critique and synthesis of learning theories in mathematics education dating back to 1900s will be the main focus of the course.
The course will help candidates understand how K-12 students think and reason about core mathematical ideas as well as the conceptual analysis of those core ideas. The course will also highlight the equity issue in mathematics classrooms.
The course will help candidates understand a variety of theories that serve the mathematics education community in teaching of mathematics as well as what it means to help mathematics teachers grow in knowledge, research and practice.
In this course candidates will have the opportunity to investigate what it means to teach mathematics within the presence of a variety of technological tools (software, calculators, etc.) and how students’ thinking is promoted in technology-intensive classes. The course will also enable candidates to curriculum development for technologically-rich environments.
In this course, the candidates will have the freedom to work on any area in mathematics education that would support their development. The topics to be covered will be decided by the candidate and the instructor supervising the course based on the needs of the candidate.
Candidates will learn how to use communication and representations as effective tools in the teaching of mathematics and to improve the teaching-learning processes.
Candidates will learn about advance techniques in interviewing to assess students' understanding of mathematical ideas and mathematical reasoning. They will also have the opportunity to analyze certain assessment techniques and how those inform teaching and learning process that take place in mathematics classrooms.
Candidates will learn about key components of curriculum development and understand what is required in developing curriculum and curricular materials in mathematics education.
Candidates will have the opportunity to trace the historical development of certain mathematical concepts relevant to K-12 and make analyses of how such developments impact school mathematics.
Candidates will focus on the core of problem solving by keeping an eye on theories about problem solving. They will be able to promote problem solving as a way of learning, thinking, and practicing mathematics in mathematics classrooms. Students will examine the research and reasoning behind the movement to emphasize problem solving as a foundation of mathematics education
Candidates will focus on the core of problem solving by keeping an eye on theories about problem solving.
The focus of this course is to establish good foundation for language and literacy education practitioners to achieve a comprehensive understanding of the inter-connectedness of language, literacy, and culture in learning and to apply this knowledge in the formulation and evaluation of effective literacy instruction. The vibrant interconnectedness of language, literacy and culture must be scrutinized, observed, described and analyzed in a variety of contexts for educators to fully appreciate the impact of language choice, bilingualism, multiliteracies, language as a medium of instruction, language policy making, language as communication and language as cognitive processes. The course is based on valuing the proficiency of literacy educators in meditating the complexities of students' whole literacy environment, individual learning needs and processes, and instructional programs and materials necessary to maximize each student's literacy attainment.
The course intends to develop conceptual understanding of the fundamental principles, strategies and methods for language and literacy education teaching and learning. The topics of this seminar are based on discursive practice in language teaching and learning by means of the construction and reflection of psycho-social realities through actions which invoke tact of teaching and learning, identity, ideology, beliefs, and power. The course reviews and critiques studies in the area of language and literacy education teaching and learning and provides students with a broad framework for writing on issues pertinent to the language teaching and learning.
The focus of this course is on examining the stages of first and second language development that are suitable for elementary and secondary school students. Students will analyze the curricular, social, intellectual, and linguistic factors that affect these stages. Concepts from the study of first and second language acquisition will be incorporated into the course, and the role of learning and practicing language both inside and outside the classroom will be considered. The development of productive and receptive language skills will be analyzed in relation to various types of linguistic knowledge (e.g., syntactic and lexical). The emphasis placed on these forms of knowledge and skill by popular teaching methodologies will be assessed. Finally, the suitability of various kinds of formal and informal assessment and evolution activities will be discussed at each stage of language development. The potential role of various forms of alternative assessment will be discussed, especially as they relate to methodologies like task-based language teaching. The course will provide students with the foundational concepts needed to select and design first and second language assessment instruments and curricula.
The fundamental and basic elements and principles important to understanding language learning, acquisition and communication process, especially in language and literacy education will be introduced. The focus will be on the application of linguistics approaches in the teaching of language and literacy education. The participants will learn about the social and psychological and pragmatic aspects of language that affect the organization and processing of language. Topics include child language acquisition, bilingualism, deafness, language and the brain, multilingual speech communities, gender and language, animal language, language variation and change. Students will familiarize themselves with the various approaches to these issues and the relevant supporting evidence.
This course will focus on major theoretical frameworks and current issues in academic discourse, discourse analysis and critical literacy. The course will demonstrate the significance and usefulness of academic discourse to the field of language and literacy by providing practical application of the course instruction on language used in teaching and learning school subjects, especially the contrast between the structure of academic discourse register with informal communication. The academic discourse and literacy will be considered through an interdisciplinary lens and through traditions that range from interactional sociolinguistics, psycholinguistic, narrative analysis, conversation analysis, critical discourse analysis, multiple literacies, media and critical literacy by laying bare how language production and language understanding interact with content areas with ample opportunities to engage in critical thinking about the role of language in society as important analytical mediating tools in epistemological ground.
This course will focus on introducing the concepts of bilingualism and multilingualism by exploring the ecological, social, psychological, emotional, political, pedagogical and cognitive dimensions of the continua of bilingualism, biliteracy and multiliteracy education through delving into a wide range of issues pertinent to educational policy, classroom practice in bilingual, bicultural and multicultural settings. The major focus will be in contextualizing a global perspective to scrutinize topics such as language ideology, assimilation, pluralism, social literacy, cultural and literacy identity as they related to teaching and learning within bilingual/multilingual populations.
The goal of this course is to develop practical understanding of the major research paradigms in language and literacy education. The course will give participants the opportunity to develop a critical understanding of key concepts in language and literacy education research and to make informed choices in planning, designing, implementing, interpreting and evaluating research on language and literacy education based on research projects of their own as a means of reflecting on and improving educational practice. The participants will be introduced to a range of curriculum inquires pertaining to qualitative and quantitative methods of research. They will also become conversant with ways of disseminating research findings in language and literacy education.
The focus of this course is to analyze and critique approaches and methods in language education teaching and it includes research and experiential perspectives on practice and theory. It surveys traditional and innovative approaches in language teaching, analyzes language classroom interaction, and sets language teaching in cultural and socio-cultural context. It focuses on theoretical perspectives, major issues, and current controversies. Particular attention will be paid to long-term development of language teachers as decision-makers and problem-solvers. Current issues in language education pedagogy is designed to provide students with an understanding of how to apply integrated approaches to the teaching of listening, speaking, reading, writing, viewing, visual representation and grammar in the language education classroom, making use of the full range of technological tools and preparing second language teachers to meet the needs of diverse students.
This course has two foci the first focus will be on language and literacy education program development and the second part on language and literacy education program evaluation. The first part of the course will offer a sound knowledge base in: the history of curriculum design in language programs; the systems approach to language curriculum design, language needs analysis; goals and objectives for language programs. The second part focus will focus on program evaluation to explore the potentials and pitfalls of evaluation, with a primary focus on: language program improvement; developing basic knowledge and skills to design effective evaluations at the classroom, curricular, institutional, and societal levels. The course will scrutinize issues such as: program evaluation in language education, program evaluation projects, the critical need for evaluation, useful evaluation models, standards of evaluation, and paradigms debate and pragmatic resolution in contemporary practice,.
In this course candidates will transform knowledge about language and literacy into practice while focusing on the integration of technology. The course cultivates professional development as participants devise critical skills for teaching, learning, assessing, creating and integrating technology into language and literacy education practices. The course includes interactive and hypermedia technologies, computer-assisted language learning (CALL) and language literacy education, language testing and technology, distance learning, online discussions, software selection, and other related issues. Course materials include extensive readings, discussions, demonstrations and hands-on sessions with technologies. Candidates are also expected to construct their own computer-based materials as part of their electronic portfolio for teaching.
Every PhD student must pass a Comprehensive Examination (CE) designed to evaluate the breadth and depth of the student’s knowledge of his or her discipline, as well as the student’s scholarly potential. The CE consists of a written and an oral part and will be prepared, administered, and evaluated by an examination committee from the student’s concerned department. It must be taken before the start of the student’s fifth semester in the program. Students taking the CE must be in good academic standing after completion of the required coursework. The CE may be repeated only once, no later than the end of the student’s fifth semester. A second unsuccessful attempt leads to immediate termination of the student’s enrollment in the PhD program. The CE course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student prepares a concise and complete Research Proposal that clearly defines the research problem and objectives, and outlines the research methodology and a plan that the student will follow for the dissertation work. The proposal should be completed under the direction of the student’s supervisor and must be approved by the Advisory Committee. The proposal’s content and format must follow the PhD Research Proposal Preparation Guidelines issued by the College of Graduate Studies. The Research Proposal course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies
Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
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