Contact

Phone: 470-578-3427

Email: avasque8@kennesaw.edu

Office Location: BEB 362

Office Hours:
office hours by appointment

Courses

 

EDAD 9900: Dissertation

Prerequisite: Admission to the Ed.S. or Ed.D. program and 12 hours of graduate level research courses.


Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.

EDSM 9350: Doctoral Directed Study

Prerequisite: Admission to the Ed.D. program and permission of the advisor.


Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in middle and secondary schools. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.

EDSM 9300: Critical Issues for Student Learning: Special Topics

Prerequisite: Permission of the professor and admission to the Ed.S. or Ed.D. program.

A doctoral seminar focused on analysis and problem-solving of a current topic of vital concern relevant to teaching, leading and student learning in schools with a particular emphasis on the contexts of middle and secondary students, classrooms and schools.

EDSM 8902: Seminar II: Capstone Course in SMGE

Prerequisite: EDSM 8901

 
The course is taken in the last semester of the Ed.S. program and serves as either the culminating academic endeavor of Ed.S. candidates, or as a bridge for those candidates continuing on toward the Ed.D. The course provides candidates with the opportunity to examine writing, research, or other products related to their own professional interests. Students will complete a capstone project in this course such as evaluating a program, writing a grant for a school or district-based initiative, completing a practitioner research project, writing an article for publication about a teaching strategy they have used in their classroom, designing a research proposal for a potential dissertation topic, or preparing and presenting a paper at a state or national conference.

EDSM 8901: Seminar I: Trends & Issues in Secondary & Middle Grades Ed

Prerequisite: Admission to the Secondary or Middle Grades Education EDD or EDS Program


The course is taken in the first semester of the program and is designed to assist advanced graduate students in developing an understanding of seminal research, contemporary trends, and emerging issues related to teaching and learning in secondary and middle grades settings. The course is designed to assist advanced graduate students in conceptualizing their final capstone project and developing a plan for its completion.

EDSM 8400: Internship in Teacher Development or Teacher Education

Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the professor.

This internship is for advanced specialist and doctoral students interested in teacher education and scholarly work (e.g., research, editing). Teaching internships focus on teaching and learning, curriculum, and assessment. Teaching interns will work closely with their professor to determine the scope of the work during the semester (the seminar may extend beyond one semester) and plan, deliver, and evaluate their instruction. Research internships focus on the identification, planning, and implementation of advanced research projects. Research interns will work closely with their professor to design, implement, and analyze research. The scope of other internships in scholarly work (e.g., editing journals, coordinating conferences, or revising and developing state standards) will be developed collaboratively between the intern and professor.

EDUC 7797: Capstone in Middle and Secondary Grades Education

Prerequisite: EDRS 8000 and EDUC 7700

This course prepares advanced candidates to work under the supervision of faculty to demonstrate their expertise in a focused area of their teaching field through an independent, research-based capstone project. Candidates will also provide evidence of their efforts to transform their practice based on the specific strategies and knowledge bases developed and/or deepened in the program. Course includes 20-hour field experience in an approved educational setting with middle or secondary students.

EDUC 7750: Differentiation, Academic Language, and Assessment in Middle and Secondary Classrooms

Prerequisite: Admission to M.Ed Program


This course prepares teachers to become responsive educators who know how to improve middle and secondary grades content learning for all students through assessment, differentiation, and academic language, particularly in the service of English learners and students with special needs. Course includes 20-hour field experience in approved educational setting with English learners and/or students with disabilities.

EDUC 7725: Best Practices in Teaching and Learning in Content Field

Prerequisite: Admission to graduate study.


This course focuses on preparing expert teacher-leaders to implement research-based best practices of exemplary schools. Course provides extensive examination of learning theories and their application to diverse classrooms. Current renewal and reform initiatives in American schools are examined in depth with the aim of preparing expert teacher-learders for collaborative roles in their school and district.

EDUC 7700: Reflective Inquiry for Transformative Teaching and Learning

Prerequisite: Admission to the M.Ed. program and EDRS 8000


This course introduces advanced candidates to the concepts of reflective inquiry and transformative teaching and learning as key tools to become agents of change. Advanced candidates will learn how to self-assess their own teaching practices, develop a growth plan for transformative teaching based on their reflection, locate quality research related to the issues identified in their own self-assessment, and write a literature review.

 

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