This course provides learners with opportunities to acquire and use graduate-level skills with an emphasis on critically examining and applying current educational research to teaching practices. Learners develop expertise in scholarly research and writing and explore the relevance of multicultural perspectives and diversity to work in their educational settings. Must be taken during the first quarter by learners who have been admitted to the Master of Education in Teaching and Learning degree program, FlexPath option. Cannot be fulfilled by transfer.

In this course, learners analyze research and theories for innovation and change related to the use of technology and media.

Learners in this course demonstrate their ability to collaborate with teachers in opportunities to incorporate 21st-century technology skills in classroom instruction.

In this course, learners develop plans for innovative practices that help meet the needs of diverse learners.

Learners in this course demonstrate their ability to communicate innovation and change initiatives with family, community, and colleagues both verbally and nonverbally in a manner that is professional, appropriate to the purpose, and culturally responsive.

In this course, learners describe effective classroom data collection and analysis strategies to inform instructional practice.

In this course, learners analyze student data to identify and address educational problems.

In this course, learners apply technology tools to collect valid, reliable assessment data on student learning and engagement.

In this course, learners apply methods for communicating information with stakeholders using appropriate digital tools.

Learners assess dispositions and actions needed to contribute to positive change for growth in the digital age.

In this course, learners analyze digital rights and responsibilities of teachers, including ethical use of open educational resources and providing a safe online learning environment for students.

In this course, learners synthesize knowledge and skills needed to enhance digital learning for all students.

Learners in this course demonstrate an ability to foster the safe and ethical online behavior of students.

In this course, learners evaluate curricular design models and theories to guide effective curriculum design.

In this course, learners apply curricular design models and theories to develop curriculum that addresses instructional planning and standards-based goals and integrates educational technology.

In this course, learners assess theories and practices focused on effective team collaboration in the design and improvement of curriculum.

Learners in this course demonstrate an ability to employ effective team practices in the design and implementation of curriculum. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners analyze the differences among standards, outcomes, and competencies in relation to the curriculum. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply competencies, outcomes, and standards to curriculum development. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply appropriate pedagogical strategies to implement competency-based instruction in the classroom. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners develop a competency-based educational environment that values student voice and pace. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners analyze current and emerging research in different pedagogical models and methods.

In this course, learners design instructional methods supported by applicable theories and research-based instructional models to meet the needs of diverse learners and discipline-specific content.

In this course, learners deliver instructional methods supported by applicable theories and research-based instructional models to meet the needs of diverse learners and discipline-specific content. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

 In this course, learners integrate educational technology into teaching practice. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners analyze the differences among standards, outcomes, and competencies in relation to the curriculum. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply competencies, outcomes, and standards to curriculum development. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply appropriate pedagogical strategies to implement competency-based instruction in the classroom. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners develop a competency-based educational environment that values student voice and pace. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners implement adaptive learning approaches to meet diverse learner needs. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply the Universal Design for Learning (UDL) framework to support personalized instruction and adaptive learning.

In this course, learners analyze adaptive instruction and assessment strategies.

Learners analyze the effectiveness of adaptive learning systems in K–12 educational settings. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners assess different models, methods, and types of assessments in educational settings and the impact of mandate requirements on their design, delivery, and use.

In this course, learners design and implement various types of assessment within a class, school, or educational setting. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners analyze assessment data to drive curricular and instructional decisions. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

Learners in this course demonstrate their ability to communicate assessment results clearly and meaningfully to a variety of stakeholders.

In this course, learners implement adaptive learning approaches to meet diverse learner needs. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners apply the Universal Design for Learning (UDL) framework to support personalized instruction and adaptive learning.

In this course, learners analyze adaptive instruction and assessment strategies.

Learners analyze the effectiveness of adaptive learning systems in K–12 educational settings. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners evaluate multicultural theories, frameworks, and models to understand the importance of culture, community, and collaboration to promote inclusion and enhance student learning.

In this course, learners incorporate student culture into teaching practices using a variety of teaching styles and strategies that are consistent within various cultural groups.

In this course, learners implement instruction based on one or more multicultural theories, frameworks, or models taking into consideration the inequities of technology as it pertains to access, classroom use, and student engagement. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners critically reflect on their own dispositions related to culture and diversity.

In this course, learners incorporate cultural and educational backgrounds of English Language Learners into instructional decision-making. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

In this course, learners model cultural competence to enhance learning.

In this course, learners examine the socio-linguistic theories to understand language change and variation.

In this course, learners evaluate legislation that affects the education of English Language Learners.

In this course, learners explore action research in theory and practice as a form of inquiry and self-reflection to inform and improve their teaching. Learners examine relevant issues in their own educational setting and develop a plan to study and implement meaningful, practical, and research-based answers. Learners design data collection, analysis, and reporting practices as part of their action research plan that will be implemented in the capstone course. This course requires access to an educational setting, students or learners, and/or classroom practitioners. ED-FPX5306 and ED-FPX5980 must be taken in sequence and during the learner’s final two sessions.

In this course, learners integrate research, theories, and models addressing how students learn at different ages and developmental levels.

In this course, learners integrate research, theories, and models addressing curriculum design and teaching in different content disciplines.

In this course, learners analyze brain-based learning (BBL) theory and principles and their implications for student learning, teaching, curriculum design, and student assessment.

In this course, learners assess how learning with technology affects the learning process.

In this capstone course, learners apply research knowledge, skills, and dispositions developed in ED5306 Action Research to Enhance Practice. Learners implement the action research process to evaluate and critically reflect on the results as a part of continuous improvement inquiry to improve student learning. Learners communicate research findings and insights with key stakeholders and critically reflect on implications as a way to find practical and useful strategies to improve their practice. This course requires access to an educational setting, students or learners, and/or classroom practitioners. ED-FPX5306 and ED-FPX5980 must be taken in sequence and during the learner’s final two sessions. Cannot be fulfilled by transfer.