Individual or group study of particular areas of education at the freshman and sophomore levels. Specific topics will vary from semester to semester.

Typically offered in Fall, Spring, and Summer

The interrelationship between the school and other institutions, values, and patterns of thought in American society.

Prerequisite: Junior standing.

Typically offered in Fall and Spring

Individual or group study of special topics in professional education. The topic and mode of study are determined by the faculty member after discussion with the student.

Prerequisite: Junior standing or Senior standing

Typically offered in Fall, Spring, and Summer

Overview of role of education within a culturally diverse society. Major attention to racial, socioeconomic and regional subpopulations. Issues discussed include subcultural influences on public school performances, equality of educational opportunity, social stratification and mobility, and the impact of schooling on intergroup relations.

Typically offered in Fall only

Relationship of constitutional, statutory and case law to elementary and secondary public school settings, particularly in areas of students, teachers and liability. Particular emphasis on N.C. and federal law.

Typically offered in Spring only

Examines school organization theories and critical domains of leadership (e.g., school vision, culture, management, collaboration, ethics, and environments). Develops conceptual, managerial and interpersonal leadership skills through analysis of school goals and purpose; organizational design, development and improvement; curricular and instructional leadership; and school-community relationships. Instructional activities will include lecture, seminar discussion, case and problem-based analysis. Graduate standing required.

Typically offered in Fall only

Examination of social, cultural, political and policy environment of schooling with emphasis on NC. Analysis of major theories of school change and development. critical examination of opportunities and barriers to strategic change efforts. Instructional activities will include lecture, sminar discussion, case and problem-based analysis.

Typically offered in Spring only

Prepares administrators to strategically plan, manage and evaluate core programs and systems for the safe and efficient operation of schools. Operational domains examined will include information systems, management systems, curriculum, instruction, student behavior and school security systems. Instructional activities include lecture, sminar discussions, case, situation and problem-based analysis.

Typically offered in Fall only

This course is offered alternate odd years

Examination and application of models, theories, and research pertaining to personnel appraisal in education, including recruitment hiring, retention, and dismissal; evaluation models for professional and classified staff; use of effective professional development models to support professional growth and development.

Typically offered in Fall only

This course is offered alternate even years

Theories and practices of funding K-12 education including examination of: political frameworks and policy issues; concepts central to education finance and budgeting; purposes, designs, and uses of school budgets; procedures for generating, analyzing and interpreting issues related to education finance and school budgeting. Construct, manage and analyze school and district-level budgets; address issues of economic efficiency, equity and fiscal adequacy and their fiscal impact on the school community. Understand North Carolina's Uniform Chart of Accounts accounting structure for school budgeting.

Corequisite: ELP 553

Typically offered in Spring only

This course is offered alternate even years

This course is designed to help school leaders learn how to use data to inform their decision making and lead data use within their school. It includes developing students' competencies in the areas from NC State's School Leader framework.

Prerequisite: Graduate Standing

Typically offered in Fall and Spring

Typically offered in Fall and Spring

Opportunity for graduate students in education to study problem areas in professional education under direction of member of graduate faculty.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall, Spring, and Summer

Utilization of participant-observer role and required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Required development of possible alternative courses of action in various situations, selection of one of alternatives and evaluation of consequences of selected course of action.

Prerequisite: Nine hrs. in grad.-level courses

Typically offered in Fall and Spring

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their theses.

Prerequisite: Master's student

Typically offered in Fall and Spring

Reading and discussion of 20th-century works in educational philosophy. Consideration of such movements as pragmatism, reconstruction, perennialism and existentialism.

Typically offered in Fall, Spring, and Summer

Comprehensive study of constitutional, statutory and case law as related to elementary and secondary school administration. Emphasis on legal issues associated with governance, finance, property, personnel and curriculum.

Typically offered in Spring only

This course is offered alternate years

Historical and sociopolitical contextual analysis of underlying values, methodologies and policies associated with economic and financial planning of K-12 education (e.g., efficiency, equity, and liberty) and the economic and financial mechanisms used to generate, distribute, and expend revenues for educational purposes.

Typically offered in Fall only

This course will draw on both classic and contemporary materials in educational policy research and will primarily focus on the substance of policy research rather than methodology. It addresses research pertaining to the foundations, implementation and evaluation of policy in all levels and sectors of the educational system. Major attention will be given to education in the United States, with comparative perspectives included.

Typically offered in Fall, Spring, and Summer

Graduate course focused on civil rights policies and educational equity in the United States from the perspectives of social science, education policy, history, and law. Topics examined include desegregation and resegregation in K-12 schools, the rights of emergent bilingual students and students who are undocumented, students' rights based on gender and sexuality, race-conscious admissions in higher education, and the role and functions of the U.S. Department of Education's Office for Civil Rights.

R: Graduate Standing

Typically offered in Fall and Spring

This course introduces students to the major factors that impede the effective implementation of educational programs, policies, and practices as well methods to overcome those impediments. The course explores different theoretical and conceptual frameworks from different disciplines that can guide implementation research and evaluation and uses empirical studies to understand and contextualize failures and successes in the implementation of new and ongoing initiatives.

R: Graduate Standing

Typically offered in Fall and Spring

Analysis of political interactions of individuals and groups in P-12 education, specifically, how politics shapes educational decisions within a federal system of governance. Topics covered include micropolitics and macropolitical systems at the school, district, municipal, state, and federal levels, as well as political culture, interest groups, advocacy coalitions, and institutions. Doctoral standing required.

Typically offered in Fall only

Understand the purposed and uses of school data for research-based school improvement. Understand different types of assessment needed for school and district-wide improvement. Develop models of administrative decision making incorporating key goals, resources, curriculum alignment, data, assessment, and evaluation. Doctoral student status required.

Typically offered in Spring only

Prepares district-level administrators to analyze the changing nature of the superintendency, including major management and leadership responsibilities and leadership approaches. Operational domains examined include school governance and organizational theory, school boards, school district policy, collaborative leadership, material and human resource management, systemic and sustainable reform, contemporary challenges, and personal practices management. Doctoral standing required.

Review of educational program evaluation with emphasis on (1) theory and conceptual models of evaluation, (2) evaluation design, and (3) environmental practical factors influencing design and implementation of evaluation studies.

Typically offered in Fall only

Special Topics in Educational Research and Leadership

Opportunity for graduate students in education to study problem areas in professional education under direction of member of graduate faculty.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall, Spring, and Summer

Utilization of participant-observer role and required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Required development of possible alternative courses of action in various situations, selection of one of alternatives and evaluation of consequences of selected course of action.

Prerequisite: Nine hrs. in grad.-level courses

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Typically offered in Fall only

Provision of individualized but structured investigation of alternative problem definitions, research methodologies and statistical analyses for a problem of student's choosing, usually associated with thesis or dissertation. In small groups or individually with instructor, student consideration of research design, measurements and statistical analysis necessary to conduct research.

Prerequisite: ELP 742

Typically offered in Fall, Spring, and Summer

A project or problem in research in education for graduate students, supervised by members of graduate faculty. Research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For students who have completed all credit hours, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Prerequisite: Doctoral student

Typically offered in Fall and Spring