Atlanta Campus Catalog 2011-2012 - Mercer University

4. Additional requirements as applicable:a. Initial certification students: Undergraduate GPA of 2.5 or better.b. Re-certification or add-on certification: If appropriate, a copy of a letter fromthe Professional Standards Commission or school system outlining the coursesrequired for re-certification or for adding a field.c. Transient students: Copy of a letter of transient permission from the degreegranting college or university.5. A non-degree student who holds a masters degree and who is seeking initial certificationmust meet the progression criteria as specified in the Master of Arts inTeaching section.COURSE DESCRIPTIONSNOTE: Course requirements may include field experiences.CURRICULUM AND INSTRUCTION (EDCI)EDCI 805. The Transforming Curriculum & Instructional Leader (3 hours)The purpose of this course is to develop an understanding of the roles of the TransformingCurriculum & Instructional Leader. These roles will be examined within the local, state,and national contexts of politics, education policy development, and policy implementation.Issues such as the nature of interest groups, political goals and strategies; externaladvocacy groups and organizations; and the role of the local school board, the stateboard of education, and the state legislature will be examined. Recent major educationalreform efforts will be critiqued and potential future trends will be examined.EDCI 807. Foundations of Educational Research(3 hours)A study of research methods and statistics as applied to the field of education.Emphasizes qualitative and quantitative methodological approaches; enables students tobecome more effective consumers of research; prepares students for subsequent andrelated courses; and provides a foundation for students to be able to conduct originalresearch.EDCI 809. Doctoral Seminar One(2 hours)The candidate will demonstrate an understanding of the dissertation process (i.e., discusspre-prospectus, written comprehensive examinations, prospectus, selection of committee,IRB process, and dissertation. Reading and discussing research on teaching willsupport candidates’ beginning focus toward the dissertation problem and questions.Graded: S (Satisfactory) or U (Unsatisfactory)EDCI 811. Quantitative Research Methodology(3 hours)In this course, students will explore the assumptions and methods of the quantitativeapproach in educational research. First, students will review the major concepts in theresearch process. Next, students will examine procedures for collection and analysis ofquantitative data in education. The focus will be on enabling students to know when toapply different statistical procedures to answer research questions of interest. Studentswill explore inferential statistics, and use hypothetical data to conduct several inferentialtests such as the t test, correlation coefficients, Chi Square, and ANOVA. Prerequisite:Seminar in Research Methodology or Foundations of Educational Research.EDCI 812. Qualitative Research Methodology(3 hours)The purpose of this course is to introduce qualitative research design and methods, particularlyas they apply to the field of education. Through its readings and assignments, thisTIFT COLLEGE OF EDUCATION / 211