Doctoral Programs in Education

Analysis of the bilingual education movement at the international, national and state level, with special emphasis on the role of linguistics, national/state legislation and litigation.

Major theories and concepts relevant to the education of Emergent Bilinguals, including: cultural values and education; cognitive styles; sociology of language; language varieties.

Course emphasizes extensive bibliographic knowledge of Chicano Lit. Concentration on reading and analysis of the novel, short story, poetic and dramatic genres. Taught in English or Spanish.

Application of management systems to curriculum development in Bil Ed is analyzed. The contributions of current technologies for enhancing student achievement are highlighted. Prerequisite: 12 graduate semester hours in Education.

Course emphasizes cycle supervision and the improvement of individual teacher instructional behavior in Bil Ed. Prerequisite: EDBL 6311.

Course emphasizes evaluation skills as applied to curriculum development and student-teacher terminal behavior in Bil Ed. Taught in English. Prerequisite: EDBL 6311 and EDBL 6312.

Major theories and related research on the acquisition and learning of English as a Second Language are presented and synthesized.

Comparison of English and Spanish in areas of phonology, morphology and syntax; major studies involving Spanish and English language acquisition are examined.

Analysis of current methodologies in the teaching of oral, reading and writing skills in English as a second language. Taught in English. Prerequisite: 12 graduate semester hours in education and three semester hours in linguistics.

Analysis of current problems and approaches to the teaching of oral, reading and writing skills throughout several countries of the Hispanic world today. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

Analysis of current problems and approaches to the teaching of English reading for the bilingual child in Texas. Taught in English. Prerequisite: 12 graduate semester hours in education and 3 semester hours in linguistics.

Analysis of vocabulary, methodology and skills needed to teach subject matter in Spanish. Prerequisite: 12 graduate semester hours in education.

Analysis of different approaches to research and the components involved in developing a sound research design in Bil Ed. Prerequisite: 12 graduate semester hours in education.

Principles of descriptive research and their application to the field of bilingual education.

Focuses on survey research, the development of proposals for extramural funding and the dissemination of Bil Ed project findings. Preparation of materials for publication/dissemination will be emphasized.

Directed research in a topic related to one of the following areas: EDSL, Spanish language skills, content area, child's native culture. May be repeated for credit once if topic changes. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

Directed research in a topic related to one of the following areas: EDSL, Spanish language skills, content area, child's native culture. May be repeated for credit once if topic changes. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

A study of the role of the Mexican American in history from the first Spanish settlers to the present. Taught in English. Prerequisite: 12 semester hours of history and/or political science.

Ontological, epistemological and axiological perspectives on various philosophical schools of thought related to education.

Educational functioning from a political systems perspective; internal and external political forces influencing organizational effectiveness; shaping of educational policy; functional means of attaining and utilizing political power.

Proposal and dissertation research.

Assumptions of the major schools of thought regarding leadership; findings from research conducted pursuant to trait theory, behavioral theory and situational/contingency models; conceptions of leadership effectiveness; implications for leadership in educational organizations.

Study of policy conceptualization; development and implementation integrated with decision-making processes; ethical and moral responsibility of educational leadership.

Examines multicultural relations in American society and explores solutions to critical problems confronting educational systems in general and educational leaders in particular into the twenty-first century. Prerequisites: admission to the Doctor of Education program at Texas A&M-Kingsville

Selected topics in an identified area of curriculum and instruction; advanced investigations of selected topics and problems dealing with curriculum theory, program design and experimental formulations. May be repeated for credit when topics vary.

An analysis of theoretical structures underlying curriculum development, implementation and evaluation.

An examination of the basic elements of successful school renewal programs with emphasis on systematic approaches to educational innovation and the process of change; studies of successful innovative programs.

Introduction to statistics for educational leaders. Topics include: descriptive and inferential statistics: frequency distributions, central tendency, variability; the normal curve, z-scores, percentile ranks; hypothesis testing, one-sample test, estimation, single-factor analysis of variance (one-way ANOVA) bivariate correlation, bivariate regression and effect size indices. Course also includes hands-on microcomputer laboratory experiences in the use of the Statistical Package for the Social Sciences (SPSS) with exercises related to the topics covered.

Experimentally based study of qualitative research philosophy, nature, purposes, design and practice. Additionally, course will elaborate as well as expand knowledge of the methods and various approaches to social sciences and educational research diversely known as ethnographic, participant observation, qualitative, case study, naturalistic or interpretive.

This course is designed to extend the student's knowledge of and expertise in areas of qualitative and quantitative research, use of electronic resources, styles, and format of writing research. Prerequisite: Admission to the Doctoral Program in Educational Leadership.

An advanced level understanding of the process and method of data collection and the various methods of data analysis strategies in qualitative research as well as a deeper grasp of the description, analysis, and interpretation of qualitative research. Prerequisite: EDLD 6334.

Topics covered will be parametric and non-parametric procedures, prediction and association methods, and test construction and scaling. The course includes hands-on microcomputer experience in the use of the Statistical Package for the Social Sciences (SPSS) with exercises related to the topics covered. Prerequisite: EDLD 6333.

Principles of research design as they apply to both descriptive and experimental studies in educational leadership. Prerequisite: EDLD 6335.

This course provides an overview of the conceptual and operational aspects that impact the student personnel programs of higher education institutions in the United States. The course is designed to prepare individuals for leadership positions in the field. An overview of content areas of personnel services offered in colleges and universities. Legal, ethical, and professional identity issues are also examined.

This course provides an overview of the conceptual and operational aspects that impact curriculum and instruction in higher education institutions in the United States. Emphasis is on strategies for anticipating future societal needs and developing higher educational curriculum to meet those needs. The course is designed to prepare individuals for teaching and leadership positions in higher education and education related fields.

This course provides an overview of various elements in higher education administration, including an understanding of the role of boards of trustees, presidents, faculty, unions, students, state and federal governments, coordinating boards, and accreditation agencies. Focus is on attributes of successful contemporary leadership in higher education.

This course focuses on strategic enrollment management, a vital planning effort for growth and sustainability in higher education. It provides a review of principles and practices for leading recruitment, enrollment management and leadership within community colleges, 4-year colleges and universities. Specific attention is given to effective enrollment management and leadership, recruitment, retention, institutional advancement, student service, and targeted communication.

This course provides a detailed study of teaching and research in higher education. Research, theory and principles of teaching and learning are explored with a specific emphasis on differentiation between university and community college environments. Application of theory is presented and analyzed along with research findings and practices for curricula design and instruction in the higher education environment.

This course surveys the legal issues arising from the relationship between higher education institutions and their governing boards, administrators, faculty, students, and governmental bodies. This course will explore the role of landmark and current legislation and course decisions in academic and student affairs, distance learning, and fiscal and campus management.

This course provides an introduction to STEM Education. Students will explore foundational aspects of STEM education through the literature, recent national reports, discussion and practice. Topics may include rationales for STEM Education, historical perspectives, contributors and leaders, core theories and models, and challenges to STEM Education.

An introduction to the major learning theories and research underpinning STEM Education. Students will learn to craft learning experiences based on these theories to help students meet state and national mandated standards. This course culminate with students designing a research study based in part on learning theory(ies).

Courses will concentrate on themes not present in the current STEM curriculum. May be repeated for a maximum of 6 semester hours when topic changes.

Using the Dick and Carey ISD framework, students will explore the instructional systems development (ISD) process, from analysis through evaluation, and engage in authentic instructional design activities to meet the needs of various STEM Education popluations.

This course provides an opportunity to explore the critical trends and issues being debated within the field of STEM Education. This course examines trends and issues from multiple perspectives and serves as an impetus to students' understanding of the current tensions in the field. Using a critique framwork, students will assess the impact of new ideas and issues in STEM Education.

Explores the theoretical and the practical considerations of STEM education leadership in creating, developing, and leading STEM initiatives. This course examines the leadership functions of STEM program leaders that contribute to their roles as curricular leaders, program administrators, and change agents.

Designed to survey the educational research practices of Science, Technology, Engineering, and Mathematics (STEM) disciplines, this course investigates the approaches used in studying the teaching/learning processes within the context of each discipline. Individually and collaboratively students will discover similarities, distinctions and overlaps among questions posed, research designs, and investigations into best practices with respect to improving teaching and learning among STEM disciplines.