This course aims at enabling students to acquire a broad knowledge of learning communities. The course emphasize school, family, community, and profession as learning communities. Furthermore, the course addresses the multiple roles of teachers and educational professionals, their ethical values and behavioral standards, and the creation of partnership for effective teaching and learning in schools. Emphasis is placed on the concept of learning communities and its utilization to improve learning outcomes.
Learners, teachers, and school leaders are faced daily with ethical choices and with views and decisions reflecting differing values. To function properly, they need to be clear about their own ethical standards and those of their institution and society. This course (a) introduces students to different approaches to ethics, and (b) examines ethical issues confronting learners, teachers and school leaders. The aim is to help students construct an ethics knowledge-base that will illuminate their professional ethical choices about teaching and learning, curriculum, classroom management, and research. Students will be able to incorporate ethical standards and codes in their future work.
The Foundations of Education course will draw on four distinct scholarly traditions in education—philosophy of education, history of education, sociology of education, and ethics of education. The purpose is to help prospective secondary school teachers conceptualize frameworks for their practice in the UAE schools depending on the four foundations. In addition, the course aims to enable students to think critically about these foundations in relation to contemporary education issues in the UAE.
The course aims at introducing students to the basic concepts related to family, school, and their roles in the education process. It covers different aspects related to interactions between school and family and their relations to the social context of learning. The course places emphasis on the integration of family and school roles for the purpose of achieving effective learning.
This course aims at enabling students to acquire knowledge and skills related to school management and supervision. A wide array of topics is covered such as: emergence of school management, concept of management and managerial processes (planning, organization, leadership, supervision and evaluation), traditional and recent trends in school management and supervision. Emphasis is placed on school-based management, school effectiveness, and school improvement.
This course is designed to introduce students to educational research skills that they will use in their future teaching practice. An overview of major approaches to educational research is provided initially, followed by an examination of the components of research, including planning a study, selecting a research method, gathering, analyzing and interpreting evidence, and the writing of a research report. Finally, an overview of action research will provide students with skills to undertake action research in their future roles as professional practitioners.
This course will introduce candidates to a variety of contextualized international experiences on educational leadership. The aim of the course is threefold: a) to help candidates recognize that the local culture is vital to the understanding of educational leadership and administration, b) to assist them to think critically about international experience of educational leadership ,and c) to prepare them to apply their knowledge of appropriate international educational experiences to the UAE educational leadership context.
This course is designed to enable candidates to effectively manage change in their workplaces. The course is based on the premise that planning for change begins with a deep understanding of the culture of an organization so that strategic decisions can be made about implementing change. Change requires the transformation of contexts in order to improve both educational systems and learning opportunities for students; it is viewed as a process rather than an event. This course supports the development of leaders by recognizing that the process of change has many components that require planned attention and careful implementation if an educational organization is to improve its effectiveness. Aspects that candidates will prepare for include the development of community support for proposed changes, and the management of expectations, resistance, and conflict that often arise. Candidates will prepare also to build organizational capacity, focus on shared leadership, develop cultures for learning and evaluation, work with external and internal constraints, and create coherence in order to successfully implement and maintain changes that improve organizational effectiveness.
This course prepares candidates to lead schools using the learning community approach. It focuses on introducing candidates to the knowledge and skills that will help them transform and lead schools to function as communities that support the learning and development of students and teachers.
After completing successfully the three research seminars, each student is expected to register for this course and produce an academic thesis of an appropriate length culminating experience in the M.Ed. Program. 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 candidate 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 thesis must be defended in a special session and evaluated and approved by the same three-members of the advisory and examination committee. The discussion session is made public for the academic community.
The seminar courses introduce master students to the process of academic writing and guide them through the process of developing their thesis. Seminar 1 assists master students in developing and drafting the first chapter of their thesis.
"The three seminar courses introduce the master program students to the process of academic writing and guide them through the process of developing their thesis. Seminar 2 is designed to help students in the master program write a literature review that is appropriate for a thesis proposal. Students will also be exposed to previously written literature reviews and asked to analyze and critique as a way of helping them understand what differentiates between a well-written and poorly-written literature review. The activities in this course are geared toward the gradual production of chapter 2."
Throughout the three seminar courses, master students are assisted and guided to develop and draft their thesis proposal. Seminar 3 is designed to provide master candidates with opportunities and guidance to develop and draft the methodology chapter of their thesis and their thesis proposal. It will assist students in exploring different research approaches and/or methodologies and decide on an appropriate research method for their intended research topic including research design, setting and/or context, population and sampling, instruments and their reliability and validity, ethical issues, data collection procedures, and data analysis. In addition to that, during the period of Seminar 3, students are expected to establish and describe all the key elements of the research proposal. At the end of Seminar 3 students are expected to do preliminary proposal defense.
This course focuses on professional portfolio and final project development. The professional portfolio and final project should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects. This course will assist students in preparing their professional portfolio and final project which may include background study, plan schedule, and project development phases. Most lecture hours will be allocated for group discussion and group or individual questions. In this course students are also expected to critique each other’s work and assignments. Throughout the semester students should also work with their project advisor.
This course is designed to help candidates to acquire a deeper understanding of the issues involved in managing and leading school personnel in educational organizations. The course provides a comprehensive overview of personnel administration as it relates to recruitment, selection, orientation, induction, mentoring, staff development, staff appraisal, in-service education, motivation, and work incentives.
The purpose of this course is to help candidates acquire the knowledge and skills required to financially manage school organizations that promote effective learning environment. The course emphasizes both theoretical and practical applications of budgeting, as well as issues of accountability and efficiency in managing school fiscal and physical resources.
The course is designed to prepare culturally-sensitive leaders who are capable of understanding, responding to, and positively influencing the contexts of their workplaces as well as the larger society. The course will also examine the political, social, and cultural aspects of UAE K-12 education as they pertain to issues of professional integrity, fairness, and ethics.
This course is designed to introduce candidates to essential aspects of the philosophies, theories, and practices of supervision that enhance the teaching and learning of those in educational institutions. The purpose is to assist candidates to construct an extensive knowledge-base and to develop skills to effectively supervise the professional development of education personnel. In addition to supervision theories and approaches, and interpersonal skills; technical skills (i.e. strategies and techniques) related to supervision will be studied and practiced.
This course is designed to assist candidates to acquire the knowledge and skills needed to lead a school. Using contemporary leadership theory and research, candidates will prepare to support and assist an educational community to develop and articulate a vision that supports effective teaching and learning, and then implement and maintain the vision.
This course aims at helping candidates to acquire the knowledge and skills needed to lead schools as learning communities. Emphasis is placed on the role of school administrators in the process of building learning communities in ways that improve student learning and teacher professional development. Candidates are introduced to the concepts, culture, conditions, procedures, and skills for leading a professional learning community. It is expected that candidates will develop and construct of their own leading schools as learning communities and test those patterns in actual school settings.
Globalization of education is occurring at an unprecedented rate. While this helps educational administrators around the world to share theory and practice, it can lead to the adoption of inappropriate perspectives and strategies of educational leadership. A knowledge-base of educational leadership in the global context is highly important for Master of Education students. Equally important is the adoption of the view that the cultural context is important for the success of educational leadership/administration practices. This course introduces Master of Education students to a variety of contextualized international experiences on educational leadership. The aim of the course is threefold: a) to help candidates recognize that the local culture is fundamental to the understanding of educational leadership and administration, b) to assist them to think critically about international experience of educational leadership and administration, and c) to prepare them to apply their knowledge of appropriate international educational experiences to the UAE education context. Course readings and activities will be divided into three broad sets. The first addresses the social and cultural context of educational leadership. The second cross-culturally examines the selection, mentoring, and evaluation of school leaders. The third section focuses on educational experiences in highly ranked systems of education.
School principals have an important role in ensuring that schools are effectively educating students and preparing them for the future. In order to drive the school toward excellence, school principals should collaborate closely with and guide the efforts of teachers, administrators, support staff, students, parents, and other stakeholders who, together, form the school community. This necessitates that they have the knowledge, skills, and dispositions of effective school leadership. This course provides candidates of the Master’s degree with those aspects of school leadership. Scholars will discuss topics and answer questions which will lead them not only to achieve excellence in their schools but also to create outstanding performance for their students.
This course aims to help practitioner to know his/ her leadership style, in order to develop that style with needed knowledge and skills to become a leader in his/ her working organization. This course will help practitioner to become a leader of change toward excellence and pioneers of his/ her organization based on acquired leadership knowledge and skills.
This course is intended to familiarize students with student services. This course focuses on the nature and purpose of student services, its functions, and how they can be effectively managed, coordinated, and integrated as part of the broad educational purposes of the institution. It also examines institutional strategies for organizing, staffing, and funding the extensive array of programs, services, and facilities designed to facilitate the learning and development of students. By actively participating in and successfully completing this course, students will become conversant with some of the literature and best practices associated with effective delivery of student services.
This course is designed to provide students enrolled in the master understand some of the fundamental aspects of theories and modern supervision practices to enhance teaching and learning. The purpose is to help them construct a broad background knowledge and develop practical skills of supervision to assist in the development of teachers’ professionalism. Practitioners enrolled will examine the technical skills related to modern supervision and practice them under the supervision of the course instructor. The course will also focus on the idea that the evaluation and modern supervision is integral part of the work of distinguished educational leaders, and essential to ensure the quality of teaching and learning process.
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. In this course, students are expected to conduct or execute their research project that has been developed and planned for in FOED 644 and 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. Upon completion, the EP must be defended in a special session and evaluated and approved by the EP examination committee members
This course is designed to enable candidates to examine the broader political and social context of education. Emphasis will be given to the role of key public policies that have shaped current education systems. The diverse purposes of these key public policies will be explored, along with the social, economic and political processes by which the educational purposes and procedures were authorized, and the organizational and cultural factors that affected the implementation of the policies. Candidates will then place recent educational reform efforts and the policies that shape them into a larger social and political framework.
In this course, we will try to understand the complexity that characterizes organizations from theoretical and practical standpoints. The emphasis will be on how schools as organizations are produced or how they function and on the leadership choices made within organizations. Students will have an opportunity to develop their own views of how school organizations work and to use these views as grounds for their future research.
This course provides candidates with opportunities to use critical theory and postmodern perspectives to identify, review, and analyze major issues, trends and debates that influence the contemporary educational contexts. Candidates will evaluate the advantages and liabilities of these issues from the perspectives of prevailing educational leadership research, and the realities of educational environments.
This course is intended to provide candidates with an opportunity to discuss philosophical and ethical dimensions of education. The process of teaching and learning will be discussed based on the theories and philosophies of well known thinkers. In this course, students are required to do some philosophical analyses of the rise and development of educational movements, trends, institutions, and policies in multicultural contexts.
This course is designed to enable candidates to examine educational issues from a comparative standpoint. The course is framed on the definition that Comparative and International Education is the application of theories and methods of the social sciences to the study of issues related to education locally and internationally. Through this course candidates will be provided with a framework that involves an inquiry into the relationship among educational institutions. Forces and factors that shape the systems of education are to be analyzed. Through analysis and comparison candidates will be equipped with tools for explaining social phenomena related to education.
This course is designed to introduce PhD students to the concepts and theoretical approaches in the sociology of education and how they have changed over time. The aim is to help students develop an awareness of the role of schools in society and how society has impacted schools. Therefore, it will help graduate students improve their understandings of the intertwined and dynamic relationship between the school and society. Contemporary themes such as the purpose of schooling, social and cultural reproduction, and school reform are among the issues which will be discussed using different sociological perspectives. In addition, the methods of studying educational issues from a sociological perspective will be examined.
This course focuses on understanding the organizational change as well as emphasizing the nature, characteristics, responsibilities, and contextual factors that enable school leadership and the school community to contribute to the process of desired change.
This course will examine individual and professional leadership development for administrators of adult education and training programs. Ethical and policy implications relating to leadership and management of programs will also be explored. This course is intended to help students to plan for personal leadership improvement, define ethics and policy and their relation to adult education, and use some tools to determine policy development in educational organizations.
Educational leaders are faced with difficult challenges every day. They are accountable to staff, students, parents, and the community. They must constantly ask themselves what they ultimately hope to achieve and what values they hope to promote. Therefore, leading ethically is an important component of contemporary education leadership. This course will review issues and perspectives relating to ethics in educational leadership and draw on the dispositions needed by school leaders who aim to be ethical. Students will be discussing different frameworks for the development of ethical leadership. They will have opportunities to examine their newly developed ethical standpoints and the ethical dimensions of educational leadership in schools and other educational organizations.
The course introduces candidates to the economic analysis of education. Among the topics to be covered: human capital theory, economic return analysis, and various issues in educational policy and finance.
This course reviews discourses and practices of key international organizations and actors in the field of international education and examines their impact on national educational policies and practices. International organizations, bilateral and multi-lateral aid agencies, and non-governmental organizations will be among the organizations and actors studied.
In this course, candidates will seek individualized study in some area of educational leadership and policy that is not covered in the scheduled courses. Students assume responsibility for readings and research under the supervision of a designated College member (the academic advisor). Regular meetings with the advisor and completion of all assignments are required.
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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