2004-2005 - Barry University

166 ADRIAN DOMINICAN SCHOOL OF EDUCATION
623P School and Community Relations (3)
Examines the policies, practices, and strategies in PreK/
3 school and community relations.
624 Instructional Design and Evaluation (3)
Surveys the field of curriculum theory and organizational
frameworks for current practices in curriculum
development and evaluation and exploration of curriculum
revision and change.
625 Psychological Foundations of Education (3)
Surveys the principles of psychology as applied to educational
settings. Examines human development, learning
and motivation, diversity issues, including ESOL
attributes, impacting teaching and learning strategies,
and the learning environment. Field experiences required.
Prerequisite: Applied to Barry University’s
Graduate programs or teacher certification.
625P Psychological Foundations of
Education (Pre-K/3) (3)
Surveys the principles of psychology as applied to the
field of early childhood education. Examines human
development, learning and motivation, and the learning
environment as related to planning, instruction, and
assessment/evaluation.
626 Philosophy of Education (3)
Studies the historical, philosophical, and sociological
underpinnings of education. Provides a framework that
sets the foundation of educational thought by becoming
familiar with the interrelations of schooling, community,
and legal issues impacting American
educational systems. The issues surrounding the education
of children with cultural and linguistic differences
are also highlighted. Field experiences required.
Prerequisite: Applied to Barry University’s Graduate
programs or teacher certification.
626P Philosophy of Education (Pre-K/3) (3)
Studies the historical, philosophical, and sociological
foundations underlying early childhood education and
the influences of those perspectives for teaching children
age three through grade three.
628 Issues in Curriculum (3)
A PreK/Primary
B Elementary
C Middle School
D Secondary School
Surveys current trends in educational curriculum development
and their impact on public and non-public
schools from a leadership perspective.
630 Psychology of Reading (3)
Examines the reading process psychologically, physiologically,
and socially. Current research-based methods
and trends in teaching reading and historical and
current research are examined. Prerequisite: EDU 567
or equivalent.
631 Administration and Supervision of Reading
Programs (3)
Includes research-based principles of leadership, staff
development, and group processes to be used as the
bases for administering and supervising a reading program
at a school site. Prerequisite: EDU 567 or equivalent.
632 Administration of Early Childhood
Programs (3)
Addresses administrative and supervisory concerns of
early childhood Program Directors.
634 Remedial Reading (3)
Focuses on research-based remedial techniques for students
who evidence reading problems. Prerequisites:
EDU 584, 643, or equivalent or permission of advisor.
Practical field experience required.
637 The Principalship (3)
Explores the principal’s roles and responsibilities as
related to organizational development, information
systems, faculty and staff selection, orientation, supervision
and evaluation, curriculum development, and
implementation, scheduling, budgeting and plant/facilities
use.
654 The Art of Leadership for Curricular
Renewal (3)
Explores challenges faced by professional educators
and leaders in promoting institutional conversion
through shared responsibility, curricular interdependence,
creative problem-solving and the empowerment
of people.
656 The Reflective Educator: Vision and
Strategies (3)
This course provides a foundation to enrich the
educator’s role as a classroom leader through reflective
inquiry. Various forms of reflective practice will
be examined as educators explore individual and collective
beliefs, assumptions and practices, leading to
insights about instructional effectiveness. The goal of
the course is to gain self-awareness through reflection
so as to initiate changes in practice that will enhance
student learning and provide for significant and sustained
school improvement.