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The aim of this course is to introduce educational technology as an essential and integral component of the teaching/learning process, and to highlight the different roles it plays in improving the effectiveness of learning and instruction. The course covers the learning principles and strategies for integrating technology into teaching. It emphasizes the teacher's role in designing, developing, utilizing, and evaluating instructional technology effectively. The candidates will learn the production skills and the effective procedures of selecting, producing, utilizing and evaluating various instructional media.
The course aims at introducing candidates to the basic principles of curriculum and instruction. Among the topics covered are curriculum planning, design, implementation and evaluation. Emphasis is placed on designing and adapting curriculum materials to suit various students' needs.
This course focuses on the development and learning of young children (birth through age 6), emphasizing an in-depth understanding of children's developmental stages and implementing developmentally appropriate practices. It focuses on in-depth study of young children's physical, cognitive, social, emotional and language development. Students will apply various theoretical perspectives of development and learning to teaching. Contextual factors that affect young children's development and learning will also be studied.
The objective of this course is to introduce students to concepts, areas of inquiry, and experiences in contemporary art education. This is a required course that serves as the first of a sequence of courses in the Art Education major and will provide a starting point for the rest of the courses in the major.
The course aims to introduce preparatory and secondary prospective school teachers to the uses of educational technology in their classes. It provides candidates with opportunities to combine knowledge of subject matter and technology into teaching and learning to facilitate experiences that advance student learning, creativity, and innovation. The course emphasizes the design, development, and evaluation of authentic learning experiences and assessment. It focused on helping prospective teachers to understand the global, societal, legal, and ethical issues in an evolving digital culture.
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum, using a wide array of effective approaches, strategies, and tools to positively influence elementary school students' development and learning of Islamic/Arabic curriculum in UAE. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary schools.
This course aims at providing students with the necessary background about the basic elements of language education in elementary schools. It also intends to assist student teachers acquire skills necessary to improve elementary school children's language proficiency. It provides students with basic skills related to the various approaches and techniques of language Education. It covers analysis of children's discourse: speaking, listening, reading and writing and ways of improving these skills. Emphasis is placed on applications of language skills on texts drawn from various subject matters.
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence elementary school student's development and learning of social studies/civics curriculum. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary schools.
This course aims to introduce students with the principles of curriculum planning and development in Arabic language, and implementation of Arabic language standards, key concepts, as well as theories will be discussed in this course.
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence elementary school student's development and learning of mathematics/science curriculum. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary school science and mathematics.
This course is intended to introduce teacher students with the key components of general social studies curriculum development. Principles of general social studies curriculum planning, development, and implementation of general social studies standards, key concepts as well as theories will be discussed in this course.
This course is designed to be an exploration of new trends and approaches to English as a second language curriculum (ESL). It provides an overview of contemporary issues relating to ESL curriculum planning and implementation. It offers theoretical framework and curriculum models for teaching ESL in elementary schools. Attention is given to major language issues as they affect ESL curricular activity. Systematic analysis of current ESL curriculum practices, with particular emphasis on instructional, learning and linguistic forces affecting elementary-school curriculum. It provides trainees with experiential activities into how to plan, organize and implement ESL curriculum in elementary schools.
This course is intended to introduce mathematics teacher students with the key components of curriculum development in teaching of mathematics. Principles of mathematics curriculum planning, development, and implementation of key mathematics standards, concepts as well as theories will be discussed in this course.
This course familiarizes students with the main features of traditional and recent forms of English language curricula and standards for primary students. This course is intended to introduce students to key components and features of traditional and current forms of English language curricula and principles in preparatory and secondary schools. It will focus on linguistic and educational theories and principles for ESL/EFL curriculum design. The role of language curriculum standards will be examined in relation to instruction and assessment. Special attention will be paid to influential course design approaches such as task-based and content-based syllabi. Students will be provided with opportunities to analyze and reflect on preparatory and/or secondary schools’ curriculum, implementation and evaluation.
This course aims to introduce students to the key components of curriculum development in Islamic studies. Principles of curriculum planning, development and implementation of Islamic studies standards, and key curricular concepts as well as theories will be discussed in this course.
This course aims at providing students with a wide range of exploratory educational experiences including basic educational concepts combined with field experiences to enable them make a decision as to whether to join the teaching profession. It covers topics such as teaching as a profession, professional ethics, the future of teaching, teacher duties and responsibilities and school and its roles in the UAE society. Emphasis is placed on enabling students to develop portfolios. Students are expected to engage in field experiences.
An in-depth investigation into the theoretical and philosophical underpinnings of literacy development, birth to age 8; students read and discuss with colleagues the research and theory supporting instructional strategies for early literacy. Students consider means for determining the appropriateness of various literacy strategies, including concepts of print, story language, comprehension and literacy-rich environments. Assessment tools of early literacy acquisition will be presented and reviewed. This course aims at highlighting early literacy and the importance of setting a developmentally appropriate environment for literacy development. It covers the stages of reading and writing and the implementation process of literacy in early years. The course also emphasizes the integration of the language arts in the curriculum which is characterized by the inter-relationship of listening, speaking, reading, writing, viewing and visual representation. The course will cover wide arrays of topics including but not limited to: emergent literacy definition, foundations of literacy, phonemic awareness, family literacy, environmental print, and reading difficulty prevention.
This course introduces the historical and contemporary perspectives of children's artistic development. It also emphasizes the relationships between general intellectual growth and the ability to create and respond to works of art.
This course is designed to introduce students to the current approaches and theories of teaching and learning Arabic in grades (6-12). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches to planning and implementing effective lessons in Arabic. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning Arabic.
This course is designed to introduce general social studies teacher students to the current approaches and theories of teaching and learning general social studies in grades (6-7). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches to planning and implementing effective lessons in general social studies. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning general social studies.
This course is intended to introduce teacher students with the key components of chemistry curriculum development. Principles of chemistry curriculum planning, development, and implementation of key chemistry standards, concepts as well as theories will be discussed in this course.
This course is designed to introduce mathematics teacher students to the current approaches and theories of teaching and learning mathematics in grades (6 -12). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches to planning and implementing effective lessons in mathematics. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning mathematics.
This course equips students to teach English as a second/foreign language in preparatory and secondary schools. Students will develop knowledge and understanding of relevant teaching theories and practices to meet the language learning needs of ESL/EFL students in preparatory and secondary school contexts. The course aims to expose students to different learning and teaching strategies relevant to oral language development. Explicit and implicit approaches to vocabulary and grammar instruction will be examined. Students will also be exposed to effective assessment techniques for evaluating students’ oral language in preparatory and secondary schools. Planning for instruction and microteaching will be an integral part of the course to advance the students experience in applying the theories, methods and strategies they are exposed to in the course. Students will be exposed to opportunities where they can evaluate and reflect on their teaching practices and what they have learned.
This course is designed to introduce prep. & secondary schools Islamic studies students to the current approaches and theories of teaching and learning in grades (6-12). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches of planning and implementing effective lessons in Islamic studies. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning Islamic Studies.
This course will look into a variety of approaches of evaluation and assessment development and implementation. Attention will be given to the problems associated with the assessing of process and product, as well as criticism of historical and aesthetic concepts in the discipline of art education.
This course will examine the shared human experience of making and responding to visual images and artifacts from the broadest possible range of perspectives, encouraging students to develop an understanding of the role of art experience in their own lives and in the lives of others. How art is learned within specific cultures and subcultures, how understanding and appreciation of particular images and objects evolves, and how experience and learning interacts with fundamental processes of perception, cognition, and interpretation are central themes.
This course is intended to introduce teacher students with the key components of physics curriculum development. Principles of physics curriculum planning, development, and implementation of key physics standards, concepts as well as theories will be discussed in this course.
This course is designed to introduce chemistry teacher students to the current approaches and theories of teaching and learning chemistry in grades (10-12). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches to planning and implementing effective lessons in chemistry. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning chemistry.
This course is designed to introduce physics teacher students to the current approaches and theories of teaching and learning physics in grades (10-12). The course introduces principles of teaching and learning and provides students with opportunity to be familiar with current approaches to planning and implementing effective lessons in physics. Current teaching strategies particularly student centered strategies will also be emphasized, in addition to the integration of information and communication technology into teaching and learning physics.
The course aims to introduce prospective preparatory and secondary school teachers to the essentials of assessment at the level of (6-12) grades. It also aims to help candidates explore “assessment for learning” by keeping an eye on the major methods and techniques of assessment (formal and informal assessment, teacher-made tests and standardized tests, authentic assessment, performance-based assessment, and summative and formative feedback methods). Specific emphasis will be placed on how these methods should be built and used to assess and report growth, development, and academic achievement of learners. Candidates will be given opportunities to look into how assessment can be integrated into the process of planning and teaching, and apply that knowledge by developing an assessment plan and a variety of assessment activities and tools.
Through a series of creative projects, students will explore colour theory. Discussions of colour and its relationship to composition and interpretation through harmony and contrast will be explored. Additionally, this course involves the science of colour perception, expression, and application in traditional and digital methods. The major theories of colourists such as Itten, Albers, Goethe, and Hofmann will be used as the basic structure to study specific colour properties and functions. There will be intensive exercises in colour mixing focused on exploring hue, value, intensity, transparency, and colour interaction. The course combines lecture, demonstration, and critique.
This lecture course will introduce students to the historical and cultural significance of visual art museums. Throughout the course, students will consider the role of the museum and its importance to the community. As part of their investigations, they will make many museum visits to familiarize themselves with artwork, its arrangement in a museum, and how viewers interact with it.
This course is designed to introduce teacher education candidates to educational research skills needed to become effective professional practitioners. An overview of major approaches to educational research is provided, followed by an examination of the components of qualitative and quantitative research to provide foundation for classroom- based research/inquiry. The course focusses on issues related to planning a study, selecting a research method, gathering, analyzing and interpreting evidences and data, and the writing of a research report. Finally, an overview of action research will provide candidates with skills to undertake action research in their future roles as professional practitioners.
This course is designed to introduce students to the current approaches of teaching and learning Arabic language in grades (6-12). It intends to develop an integrated professional knowledge system that will allow the students to teach Arabic language effectively. Students will have opportunity to advance their understanding of current teaching methods, how student learn, and the factors conducive to knowledge construction and conceptual changes. In addition, it focuses on the integration of information and communication technology into teaching and learning Arabic language.
This course is designed to introduce prospective general social studies teachers to the current approaches of teaching and learning in grades (6-7). It intends to develop an integrated professional knowledge system that will allow the students to teach general social studies effectively. Students will have opportunity to advance their understanding of current teaching methods of general social studies, how student learn, and factors conducive to knowledge construction and conceptual changes in general social studies.
This course is designed to introduce students to the current approaches of teaching and learning of Islamic studies in grades (6-12). It intends to develop an integrated professional knowledge system that allows students to teach Islamic studies effectively. Students will have the opportunity to advance their understanding of current teaching methods, how students learn, and the factors conducive to knowledge construction and conceptual changes. In addition, the course will focus on the integration of information and communication technology into teaching and learning Islamic studies.
This course is designed to introduce prospective mathematics teachers to the current approaches of teaching and learning in grades (6-12). It intends to develop an integrated professional knowledge system that will allow the students to teach mathematics effectively. Students will have opportunity to advance their understanding of current teaching methods of mathematics, how student learn, and factors conducive to knowledge construction and conceptual changes in mathematics.
This course will provide students with different perspectives in second and foreign language teaching and learning in order to prepare them to select and apply effective instructional methods and techniques for teaching reading and writing in preparatory and secondary schools. It is intended to build on the knowledge and understanding gained from previous courses to develop an integrated professional knowledge system that will allow the students to teach English effectively. Students will be offered various opportunities to advance their understanding of current second/foreign language teaching methods and evaluate and modify them for academic literacy purposes in the context of the UAE. Planning for instruction and implementing lessons will be a key practical aspect of the course. Microteaching will be used to help students become confident in using second language instructional methods. The role of materials, technology, and assessment in literacy development will be considered.
This course focuses on designing learning environment that full fell the needs, readiness, learning styles, and interests of adolescents. The learning environment will include the cognitive, social, psychological, and physical learning environments. Active learning, and real and virtual designs and episodes will be implemented.
This course aims at introducing candidates to a variety of classroom techniques and tools of assessment to help them make better educational decisions and modify their own planning and teaching. The course covers topics such as formal and informal; alternative and authentic; performance and portfolio assessments in addition to test construction properties. Candidates will have the experience of using appropriate software to analyze test results.
The aim of this course is to explore the principles, methods and materials for teaching young children music, movement, visual arts and dramatic play through process-oriented experiences to support divergent thinking, to develop a personal and professional foundation, the confidence and knowledge base, and techniques and approaches to support a highly creative atmosphere in the classroom.
This course aims at helping candidates provide opportunities for children to develop basic religious and social studies concepts. It covers the planning, implementation, and evaluation of religious and social studies activities and provided activities in religious and social studies relate to everyday experiences in childrens' lives.
This course aims at providing candidates with the skills necessary to effectively draw source of learning from the children's family, community, and cultural contexts to advance their learning. It reviews the family systems theory and covers the processes and skills involved in the teacher's collaborative relationships with colleagues, families, and community service agencies. The course emphasizes the teacher's need to foster responsible relationships that support children's well being.
This course is designed to introduce prospective chemistry teachers to the current approaches of teaching and learning in grades (10-12). It intends to develop an integrated professional knowledge system that will allow the students to teach chemistry effectively. Students will have opportunity to advance their understanding of current teaching methods of chemistry, how student learn, and factors conducive to knowledge construction and conceptual changes in chemistry.
This course aims at introducing candidates to English language teaching approaches and techniques suitable for young learners. It covers topics such as characteristics of the young language learner, language development, approaches to teaching children and the development of language skills at the lower elementary level. Emphasis is placed on an activity-based approach to the teaching of English to children. Classroom observation and micro-teaching experiences are an integral part of this course.
The course aims at familiarizing candidates with the knowledge and skills necessary for health and psychological care for kindergarten children. It covers topics such as: the basics in health and nutrition, ways of dealing with problems of health and safety. It places emphasis on first hand experiences and applications.
This course aims at providing students with the knowledge and skills needed to plan and implement an integrated science program for young children (birth through age 6). Students will be involved in an in-depth study of how young children develop science concepts and skills through interacting with their environment.
This course focuses on planning and implementing developmentally appropriate mathematics curricula for young children (birth through age 6). The application of principles of whole child development to the nurturance of mathematical and pre-mathematical concepts in early childhood education will be emphasized.
This course is designed to introduce prospective physics teachers to the current approaches of teaching and learning in grades (10-12). It intends to develop an integrated professional knowledge system that will allow the students to teach physics effectively. Students will have opportunity to advance their understanding of current teaching methods of physics, how student learn, and factors conducive to knowledge construction and conceptual changes in physics.
This course provides students with theories on development of play and how it can be guided. It will place an emphasis on how young children use play to develop individually, to understand the physical and creative ability. It also includes a section on selection and construction of play materials
This course aims to provide students with opportunities to learn about and reflect on the most recent contemporary issues and trends in the teaching and learning chemistry. Students will have opportunities to read, discuss, and reflect on current trends and practices related to chemistry to build sound and coherent understanding of these current trends and issues.
This course aims to provide students with opportunities to learn about and reflect on the most recent contemporary issues and trends in the teaching and learning Arabic language. Students will have opportunities to read, discuss, and reflect on current trends and practices related to their specialty area to build sound and coherent understanding of these current trends and issues.
This course aims to provide students with opportunities to learn about and reflect on the most recent contemporary issues and trends in the teaching and learning general social studies. Students will have opportunities to read, discuss, and reflect on current trends and practices related to general social studies to build sound and coherent understanding of these current trends and issues.
This course aims to provide students with opportunities to learn about and reflect on the most recent contemporary issues and trends in the teaching and learning of mathematics. Students will have opportunities to read, discuss, and reflect on current trends and practices related to mathematics education to build sound and coherent understanding of these current trends and issues.
This course aims at providing students with opportunities to learn about the most recent contemporary research issues and trends in teaching and learning English as a second and/or foreign language. Current issues such as the role of technology, independent learning, personalized assessment, language learning strategies and learning from media will be highlighted. Aspects of second language acquisition and learning will also be reviewed. A classroom-based action research project will be an integral part of the course so students can gain experience in collecting and analyzing data relevant to language learning and teaching.
This course aims at providing students with opportunities to learn about the most recent contemporary research issues and trends in teaching and learning English as a second and/or foreign language. Current issues such as the role of technology, independent learning, personalized assessment, language learning strategies and learning from media will be highlighted. Aspects of second language acquisition and learning will also be reviewed. A classroom-based action research project will be an integral part of the course so students can gain experience in collecting and analyzing data relevant to language learning and teaching.
This course aims to provide students with opportunities to learn about and reflect on the most recent contemporary issues and trends in the teaching and learning physics. Students will have opportunities to read, discuss, and reflect on current trends and practices related to physics to build sound and coherent understanding of these current trends and issues.
This course aims to help students study the types of reasoning students engage in during learning chemistry. Students will be given opportunities to learn how to get at student understanding in specific content and how to use it in planning and implementing instruction in chemistry. Thinking and reasoning activities will represent the focal point in planning and implementation of this course.
This course aims to help students study the types of reasoning students engage in during learning physics. Students will be given opportunities to learn how to get at student understanding in specific content and how to use it in planning and implementing instruction in physics. Thinking and reasoning activities will represent the focal point in planning and implementation of this course.
This course aims to help students study the types of practices and/or activities that promote thinking and critical thinking skills in teaching and learning Arabic language in preparatory and secondary school context. Students will be given opportunities to learn how to get at student understanding in Arabic language and how to use it in planning and implementing instruction in teaching Arabic. Thinking and reasoning activities will represent the focal point in planning and implementation of this course.
This course aims to help students study the types of reasoning students engage in during learning general social studies. Students will be given opportunities to learn how to get at student understanding in specific content and how to use it in planning and implementing instruction in general social studies. Thinking and reasoning activities will represent the focal point in planning and implementation of this course.
This course aims to help students study the types of reasoning students engage in during learning of mathematical concepts and processes. Students will learn to embed thinking skills training in a wide variety of instructional activities to promote logical reasoning, argumentation, critical analysis and inference. Prospective teachers will be exposed to different pieces of literature and ways of teaching them to enhance learners’ mathematical abilities. Reflection and self-evaluation will be integrated into selected components of the course.
This course aims to help students study the types of practices and/or activities that promote thinking and critical thinking skills in teaching and learning English as a second and/or foreign language in preparatory and secondary school contexts. The effect of audience and purpose on choice of discourse features will be considered when using English in various communicative contexts such as business, academic research and literary prose. Students will learn to embed thinking skills training in a wide variety of instructional activities to promote logical reasoning, argumentation, critical analysis and inferencing. Prospective teachers will be exposed to different pieces of literature and ways of teaching them to enhance learners’ language proficiency. Reflection and self-evaluation will be integrated into selected components of the course.
This course aims to help students study the types of practices and/or activities that promote thinking and critical thinking skills in teaching and learning English as a second and/or foreign language in preparatory and secondary school contexts. The effect of audience and purpose on choice of discourse features will be considered when using English in various communicative contexts such as business, academic research and literary prose. Students will learn to embed thinking skills training in a wide variety of instructional activities to promote logical reasoning, argumentation, critical analysis and inferencing. Prospective teachers will be exposed to different pieces of literature and ways of teaching them to enhance learners’ language proficiency. Reflection and self-evaluation will be integrated into selected components of the course.
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school Islamic studies. It aims at fostering candidates' deep understanding of elementary school Islamic studies curriculum at grade 1 - 5, its organization, planning, and implementation in classrooms through frequent analysis and activities designed to familiarize candidates with different background and abilities with how particular concepts and skills related to Islamic studies are represented and adapted to learners various interests and abilities.
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school Arabic language. It aims at fostering candidates' understanding of elementary school Arabic language curriculum, its organization, its planning, and its implementation in classrooms through frequent analysis and activities designed to familiarize candidates with how particular linguistic concepts are represented and adapted to learners various interests and abilities.
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school in Social Studies. The course also aims at fostering candidates' understanding of elementary school curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners various interests and abilities.
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school in Civic Education. The course also aims at fostering candidates' understanding of elementary school curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners various interests and abilities.
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school mathematics. It is guided by the National Document of school Mathematics curriculum. It aims at fostering candidates' understanding of elementary school mathematics curriculum through frequent analysis and activities designed to familiarize candidates with how particular mathematical concepts are represented and adapted to learners various interests and abilities.
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school science. It is guided by the National Document of school Science curriculum. It aims at fostering candidates' understanding of elementary school science curriculum through frequent analysis and activities designed to familiarize candidates with how particular science concepts are represented and adapted to learners various interests and abilities.
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school English. The course also aims at fostering candidates' understanding of elementary school English language curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners various interests and abilities.
In the Early Field class student will spend one day (Thursday) with a co-operating teacher in cycle I. All students must sign up for the Early Field Experience course in the semester prior to taking the class. This course will be taken simultaneously with Curr xxx, Teaching Art in Cycle I Schools.
In the Early Field class student will spend one day (Thursday) with a co-operating teacher in cycle II. All students must sign up for Early Field Experience course in the semester prior to taking the class. This course will be taken simultaneously with Curr xxx, Teaching Art in Cycle II Schools.
This course aims at introducing candidates to effective strategies used in the teaching of Islamic Education in the Elementary School. It covers the basic concepts of teaching Islamic Education and its nature. In addition, it covers planning skills, instruction and evaluation in an integrated way. Emphasis is placed on the application of Islamic Education activities and practices inside and outside school. The course includes field experiences.
This course aims at introducing candidates to contemporary approaches and methods in the teaching of Arabic in the Elementary School. It covers recent approaches of teaching the mother tongue such as the integration approach, the communicative and ways of developing the four language skills. Emphasis is placed on the integration approach to develop the skills. The course includes field experiences.
This course aims at enabling candidates acquire knowledge and skills of contemporary methods and strategies of Social Studies in the Elementary School. It covers topics such as nature of the discipline, strategies discovery and inquiry methods and cooperative learning. Emphasis is placed on applications of knowledge and skills in practical situations. Field experiences are part of the course.
This course aims at introducing candidates to the recent approaches and methods in teaching Civics in the Elementary School. It covers nature of the discipline as well as effective methods and strategies such as inquiry methods and cooperative learning, etc. Emphasis is placed on case studies and practical situations. Field experiences are part of the course.
This course aims at introducing candidates to contemporary methods of teaching mathematics at the elementary school level. In this course, candidates will learn about the core of mathematical concepts, students' ways of reasoning about those concepts and effective teaching of these concepts at elementary school level. Candidates will also have the opportunities to develop pedagogical skills such as planning and implementing instruction as aligned with curricular standards at national and international level, using a variety of instructional tools in teaching, and assessing students' understanding and performance. Major emphasis will be placed on learning through goal-directed activities and teaching mathematics in ways that help students to construct their own knowledge.
This course aims at introducing candidates to the current methods of teaching science in the Elementary School. The course includes planning, organizing and using materials and resources, integrating technology into science teaching and applying science activities. Emphasis is placed on scientific literacy and candidates' ability to observe and think critically about children's thinking. Field Experience is part of the course requirements.
This course aims at introducing candidates to the major English as a Foreign Language (EFL) approaches and methods. It covers topics such as language acquisition and learning, the contemporary teaching approaches and the development of language skills. Emphasis is placed on the communicative approach and on techniques, which suit the UAE educational setting. Classroom observation and microteaching are an integral part of this course.
This course is designed to develop students’ skills in teaching art to young people (preschool through elementary). Needs, interests, and capabilities of the young audience will be examined through readings, field experience, and in-class discussion. Emphasis will be placed on methods and content development (lessons/curriculum) for increasing children’s abilities in art production, art criticism, art history and culture, and aesthetics; and promoting authentic environments where students construct meaning. This course is to be taken concurrently with early field experience. Students must register for both).
The goal of this course is to develop an understanding for teaching art in cycle 2 school settings. A holistic approach is taken in this course toward cycle 2 art education. Discussions of definitions of cycle 2 art education are explored through curriculum development, teaching strategies, and classroom management. This course is to be taken concurrently with early field experience. Students must register for both).
This course covers contemporary topics of interest to early childhood educators. Topics include childhood education in different environments, early intervention, inclusive education in early childhood settings, childcare policy, and comparative instructional strategies. Emphasis is placed on ways of employing the topics in enhancing strategies of learning as well as children's care.
This course will help prospective teachers of early childhood education to design and evaluate appropriate learning environments for young children. Students, in this course, will explore many aspects of the learning environment, such as physical arrangements of the classroom, materials, the curriculum, adaptations for individual children, the social environment created by the relationships among the children, the way the teacher interacts with the entire class and with individual children, and teacher guidance. This course also includes a field experience component.
This course is designed to help prospective teachers of young children conduct informal and formal assessments and develop an assessment system that draws information from various assessment sources. The course will help prospective teachers learn to work with young children, understand how changing development affects assessment and evaluation of these children. Teacher candidates will also learn effective ways for assessment partnerships with other colleagues, families, and children.
This course is designed to provide students with avenues for the exploration of art in public places. Students investigate the processes involved in the production, acquisition, and display of art in public places. The issues of funding, management, and utilization of art in public spaces are discussed. The social, cultural, and economic significance of art in public places within the micro community and macro society is examined.
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
This course aims at integrating knowledge, concepts, and skills associated with the courses in the ECE program. It emphasizes situations and challenges that exist in the real world. Students are expected to creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
This course aims at integrating knowledge, concepts, and skills associated with the courses in the Art Education program. It emphasizes situations and challenges that exist in the real world. Students are expected to creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus while demonstrating capacity for being a teacher leader and fostering school change.
This course is the last course taken by students in the program. It aims to help student gain practical skills needed for teaching Arabic language. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning.
This course is the last course taken by general social studies teachers in the program. It aims to help candidate teachers to gain practical skills needed for teaching general social studies. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning general social studies.
This course is the last course taken by prospective preparatory and secondary mathematics teachers in the program. It aims to help candidate teachers to gain practical skills needed for teaching. The course structure aligned with the field experience course. Students are expected to reflect teaching mathematics. The course structure aligned with the field experience course. Students are expected to reflect on their mathematics teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning of mathematics.
This course is the last course taken by prospective preparatory and secondary English teachers in the program. It aims to help candidate teachers gain practical skills needed for teaching English language. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning English in preparatory and secondary schools.
This course is the last course taken by students in the program. It aims to help them to gain practical skills needed for teaching Islamic studies. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition, the course is helping students to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning.
This course is the last course taken by chemistry teachers in the program. It aims to help candidate teachers to gain practical skills needed for teaching chemistry. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning chemistry.
This course is the last course taken by physics teachers in the program. It aims to help candidate teachers to gain practical skills needed for teaching physics. The course structure aligned with the field experience course. Students are expected to reflect on their teaching and discuss with their classmates and teachers to improve their teaching continuously. In addition to that, the course is helping candidate teachers to gain action research skills by conducting an action research in schools and discuss the results in the class. Finally, this course will help students to acquire the culture of sustainable professional development by creating their philosophy of teaching and learning physics.
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
Student Teaching in Early Childhood Education:During this course, candidates will demonstrate mastery of all standards for beginning teachers that have been adopted by Faculty of Education?s teacher education programs. Planning, instruction, the learning environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. Students are expected to spend a full semester practice teaching in one of the public kindergartens. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
Candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE’s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the schools around the country. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students with an opportunity to spend a full semester student teaching of Arabic language in one of the preparatory and/or secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students with an opportunity to spend a full semester student teaching in one of the preparatory schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of general social studies instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students majoring in mathematics education with opportunities to spend a full semester of mathematics teaching in one of the preparatory and/or secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning mathematics teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide English language students with an opportunity to spend a full semester teaching English language in one of the preparatory and/or secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students with an opportunity to spend a full semester student teaching Islamic studies in one of the preparatory and/or secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students with an opportunity to spend a full semester student teaching in one of the secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of chemistry instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
The aim of this course is to provide students with an opportunity to spend a full semester student teaching in one of the secondary schools. The course will provide students with opportunities to demonstrate mastery of all standards for beginning teachers that have been adopted by the College of Education Teacher Education Programs such as planning and preparation of physics instruction, classroom environment, and professional responsibilities. Students are expected as part of their professional development to contribute to schools extra activities in a form of voluntary works and activities in order to help them develop professionally. (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
This course aims at introducing candidates to effective strategies, methods and techniques used in the teaching of Islamic Education in the preparatory and secondary schools. It covers basic concepts in teaching Islamic Education, its nature, planning, skills, instruction and evaluation. Emphasis is placed on connecting Islamic Education with students' real life. Field experience is an integral part of this course.
This course introduces candidates to the main Arabic Language teaching methods and approaches in the Preparatory and Secondary Schools. It covers knowledge and skills needed to design teaching and learning situations related to Arabic language with its social and communicative implications. Emphasis is placed on a communicative approach, which deals with integrated language skills. Field experience is part of the course.
This course enables candidates to understand strategies and approaches of teaching social studies in preparatory and secondary schools. It covers studying the nature, structure, concepts, interdisciplinary relationships, inquiry and discovery methods, cooperative learning, and problem solving. The course focuses on application of knowledge and skills in practical situations. Field experience is part of this course.
This course aims at introducing candidates to various contemporary English as a foreign language (EFL) approaches and methods. It covers the major eight approaches and techniques, which have been used by ELT professionals at different times such as the direct method, the situational and the audio lingual. Emphasis is placed on the communicative approach and on techniques suitable for the UAE school setting. Classroom observation and microteaching experiences are an integral part of this course.
This course aims at developing candidates' abilities to use strategies and approaches of teaching civics in the Preparatory and Secondary Schools. It covers the nature, structure and concepts as well as planning, instruction and evaluation of civics. Emphasis is placed on application of knowledge and skills in practical situations. Field experience is part of the course.
This course aims at introducing candidates to the recent and contemporary strategies and methods in the teaching of mathematics at the Preparatory and Secondary levels. Among the topics covered are: trends in mathematics education reform, history of mathematics, instructional planning, assessment techniques relevant to mathematics, effective classroom discourse, and the role of technology as a teacher resource and classroom tool. Emphasis is placed on knowledge and applications of different perspectives on teaching mathematics at the preparatory and secondary levels. The course, also, involves field experience in local schools.
This course aims at introducing candidates to contemporary methods and approaches for teaching science effectively for all students in preparatory and secondary schools. Among topics included is science teaching standards, nature of science, instructional strategies, instructional planning, and instructional technology integration, safety in the classroom, science classroom management and assessment. Emphasis is placed on inquiry-oriented instruction and on reconstructing, reflecting upon and applying personal and professional knowledge, skills, beliefs and attitudes regarding effective science teaching. Field experience is part of this course.
This course will focus on the application of contemporary learning theories in the design of interactive environments for information retrieval and performance support. Students learn a variety of tools appropriate for computer-based development. They are also expected to work in teams to produce and evaluate products for interactive learning and technology-enhanced educational environments such as hypertext, hypermedia, micro-worlds, simulations, internet resources, instructional games and virtual learning environments.
This course aims at developing graduate students' research skills in applying statistical concepts. Using a statistical package to analyze data will be emphasized. Students are expected to critique and interpret published research articles. Furthermore, this course will highlight the process of developing and reporting research studies. Thus, students are expected to develop research topics, select study designs, develop research instruments, collect and analyze data, etc.
This course aims at introducing educators to the research processes utilized primarily in education. Quantitative and qualitative research paradigms will be emphasized. Educators will gain knowledge and skills in conceptualizing, developing, and carrying out research problems related to their specialty. Furthermore, various measurement tools used in educational research as well as specific concepts related to ethics of research and copyright and rights protection of human subjects will also be introduced in order to develop the concept of educational research.
The primary purpose of this course is to enable learners to critically examine current curriculum practices and approaches and explore a range of curriculum theories and models.The course will also focus on curriculum design and development with an emphasis on anticipating future change. Students will be involved in curriculum evaluation activities such as examining curriculum research attempts particularly those within the UAE context and designing a research study to evaluate selected curriculum development efforts. The overall intent is to enable educators to more critically analyze both school curricula and proposals for curricular change and construct sound alternative proposals of their own.
This course explores instructional theories and strategies for teaching preparatory and secondary English. The course provides comprehensive views about instruction in preparatory and secondary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in English language as well as opportunities to read, analyze, and critique related literature on instruction. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual preparatory and secondary classroom contexts.
This course explores instructional theories and strategies for teaching preparatory and secondary Social Studies. The course provides comprehensive views about instruction in preparatory and secondary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in Social Studies as well as opportunities to read, analyze, and critique related literature about instruction. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual preparatory and secondary classroom contexts.
This course will focus on current issues in mathematics education and their application to classroom instructional practices and procedures. Topics will be based upon recent concerns and developments in the field of mathematics education. The course is designed to provide students with knowledge and experience to assist them in becoming an effective mathematics teacher. Emphasis will be on modes of instruction, engaging students in discourse and active learning, use of technology, effective assessment, recent research and national standards. Special attention will be given to teaching with understanding and learning to enhance student’s appreciation and enjoyment of mathematics. Students will extend their professional knowledge and develop the stills and dispositions necessary to meet the college of education CF element, planning for teaching.
This course introduces science teacher candidates to contemporary methods and approaches for teaching science effectively for all students. Emphasis will be placed on inquiry-oriented instruction. Such knowledge, together with their own science experience, will form the foundation for them to reflect upon and understand the events of science classroom and to make decisions that guide their teaching practices. Further, this course will provide candidates with diverse and frequent opportunities to reconstruct, reflect upon and apply personal and professional knowledge, skills, beliefs and attitudes regarding effective science teaching.
Students in this course will be exposed to new developments in the areas of teaching and learning and are expected to think critically, reflectively, reasonably, creatively, and ethically about these new trends. In this course, students will be challenged to purposefully examine their beliefs and knowledge about teaching and learning based on new trends in this filed. Students will view teaching as a practice grounded in a system of values, theories and beliefs. Also, they will utilize inquiry as a tool for professional development. Implications for teaching and learning will be explored. Thus, this course will focus on students' field experiences and improving practices in teaching and learning based on research and scholarship work of others.
The aim of this course is to enable candidates to gain an advanced knowledge and understanding of current issues and research topics in classroom assessment in schools, acquire conceptual and technical skills in developing authentic standard-based assessments, and explore the impact of those assessments on student learning in the classroom. The course will also emphasize reflection on current research in assessment and evaluation and on how that research can be incorporated into classroom practices and otherwise used in schools. This course focuses on the use of assessment evidence in evaluating secondary school programs and improving classroom instruction
This course exposes students to different perspectives in the fields of language teaching and learning in order to prepare them to select and apply effective instructional methods and techniques for the teaching of reading, writing, and vocabulary to English language learners in the UAE. The course examines important connections between educational theories, research findings, teaching practices, and materials in an effort to help each student devise effective instructional methods for their particular teaching contexts. It reviews research on instructional strategies and critically examines evidence for the effectiveness of a variety of methods that are useful for primary, preparatory, and secondary students.
This course focuses on learning processes for mathematics. It introduces national and ADEC standards regarding content and methodologies for teaching mathematics. It also examines instructional methods and materials in relation to secondary mathematical content, curriculum and assessment.
This course emphasizes science teaching methods, teaching issues, multiculturalism, the role of the local communities and environments in science teaching, and professional development. This course emphasizes the essential elements of classroom management, asking questions, guiding activities, and engaging in community and environmentally-centered projects through science education for community development. This course is also unique in that you will be asked to critically analyze environmental literacy resources related to science teaching and further develop your understandings of teaching investigation, writing, nature journaling and observation, safety and ethics. This course emphasizes how teachers work with students to foster sustained scientific interests, and become informed and will have greater access to environmental decision-making.
This course is the culminating experience where each student will conduct a project or construct a portfolio for the M.Ed. program.
The seminar courses introduce master students to the process of academic writing and guide them through the process of developing their thesis. The three seminar courses cover a wide range of topics including: a) writing different sections of chapter 1 in Seminar 1, b) reviewing the relevant literature of the second chapter in Seminar 2, and c) writing different sections of chapter 3, the methodology chapter, in Seminar 3. Seminar 1 is very important for master students as it assists them in developing and drafting the first chapter of their thesis and it helps them develop critical thinking and scholarly writing skills.
The three seminar courses introduce the master program students to the process of academic writing and guide them through the process of developing their thesis. Seminar 2 is designed to help students in the master program write a literature review that is appropriate for a thesis proposal. Drafting the second chapter will assist students in developing scholarly writing skills, finalizing research questions and writing a theoretical framework. Students will also be exposed to previously written literature reviews and asked to analyze and critique as a way of helping them understand what differentiates between a well-written and poorly-written literature review. The activities in this course are geared toward the gradual production of chapter 2.
Throughout the three seminar courses, master students are assisted and guided to develop and draft their thesis proposal. Seminar 3 is designed to provide master candidates with opportunities and guidance to develop and draft the methodology chapter of their thesis and their thesis proposal. It will assist students in exploring different research approaches and/or methodologies and decide on an appropriate research method for their intended research topic including research design, setting and/or context, population and sampling, instruments and their reliability and validity, ethical issues, data collection procedures, and data analysis. In addition to that, during the period of Seminar 3, students are expected to establish and describe all the key elements of the research proposal. At the end of Seminar 3 students are expected to do preliminary proposal defense.
This course focuses on professional portfolio and final project development. The professional portfolio and final project should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects. This course will assist students in preparing their professional portfolio and final project which may include background study, plan schedule, and project development phases. Most lecture hours will be allocated for group discussion and group or individual questions. In this course students are also expected to critique each other’s work and assignments. Throughout the semester students should also work with their project advisor. Prerequisite: Core Courses.
In this course students are expected to finalize their professional portfolio and graduation project. The professional portfolio must demonstrate competence in the graduate requirements, program outcomes, competence in the student's emphasis area, and further demonstrating the student's ability to assume a leadership role in the field of education. In addition to that, during this course students are expected to execute and evaluate a major project in their area of specialization.
This course aims at introducing educators to the research processes utilized primarily in education. Quantitative and qualitative research paradigms will be emphasized. Educators will gain knowledge and skills in conceptualizing, developing, and carrying out research problems related to their specialty. Furthermore, various measurement tools used in educational research as well as specific concepts related to ethics of research and copyright and rights protection of human subjects will also be introduced in order to develop the concept of educational research.
This course is aimed at exploring current trends and issues in teaching and learning in education. The course includes issues and practices pertinent to teaching and learning literature which enables Master candidates to think critically and ethically by creating general profiles about these issues. The course will explore issues pertinent to new practices in teaching, learning theories, innovative instructions, learning standards, curriculum and educational policies, professional development, new technologies, learning institutions/communities, assessment and paradigms shifts. In this course, Master candidates’ strategies beliefs and views will be contested vis-à-vis new challenges and obstacles in teaching, learning, curriculum, schools and learning institutions. The Master candidates will learn ethics of care by viewing teaching and learning practices as a holistic system based on values, beliefs and theories.
This course aims to develop teachers’ and administrators’ technological knowledge and skills to enable them to effectively use and manage smart learning classes in line with the rapid development in the field of education worldwide. The course will include both theoretical and practical components. It will focus on the theories of international models which represent the theoretical bases for integrating technology in education. It aims to enable teachers and administrators to be aware of the right procedures to be used for achieving the target goals inside and outside the classroom. In relation to the practical component of the course, the focus will be directed towards the effective integration of technology in learning and teaching through the efficient use of smart learning, educational media and the Internet. It will also emphasize electronic and mobile learning to enable teachers to acquire the skills of designing and implementation as well as enabling administrators to acquire the skills of strategic planning, monitoring and evaluation. It will deal with modern educational technology and its diverse uses to enable both teachers and administrators to acquire the skills of electronic documentation. Teachers are expected to be able to document their work inside and outside the school, while administrators are expected to be able to use their documentation skills at a wider level to include all different school activities.
The aim of this course is to help candidates gain sophisticated knowledge and understanding of current issues and research topics in classroom assessment, develop skills in designing and implementing performance-based assessments, and explore the impact of those assessments on student learning in the classroom. The course emphasizes reflection on current research on assessment and evaluation and on how research can be incorporated into classroom practices. It also focuses on the use of assessment results in evaluating school programs and improving classroom instruction.
This course addresses the application of Artificial Intelligence (AI) in education. It focuses on the application of AI in different educational contexts that lead to a more effective teaching and learning environments. Students will learn to be introduced to a number of crucial topics in AI that will lead to the acquisition of skills and knowledge related to this field. Participants will be introduced to the history of AI, theories behind this technology, applications of AI, and potential applications of AI in education.
This course focuses on the importance of implementing thinking intelligence in learning environments, and help program candidates to acquire knowledge, values and skills that would help them to deploy thinking strategies in classrooms. In addition, this course will offer candidates with opportunities to understand the nature of human brain, structure, and different thinking styles that our brain uses to interact with different variables around us.
This course focuses on Electronic Portfolio (EP) and final creative project proposal development. This course will assist students in preparing their Electronic Portfolio and final project proposal which may include background study, project goal and objectives, and project development phases. The Electronic Portfolio should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects.
The purpose of this course is to integrate, synthesize and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. This course will assist students to submit their final draft of the Electronic Portfolio demonstrating competence in their area of specialization through artifacts they submit as evidence in a portfolio, and through classroom and field assessments.
The purpose of this course is to provide candidates with understanding of the curriculum theories and practices underpinnings. More specifically, the course will highlight how curriculum is conceived, developed and implemented through the idea of praxis pertinent to candidates’ background and interest. The course will explore the social, psychological, epistemological, philosophical theories and explored how these theories can be express into real practice in developing, articulating and implementing the curriculum. The course will further explore postmodernisms, poststructuralists, aesthetical feminism, phenomenological, critical, autobiographical and theological theories in order to conceptualize the role of these theories in advancing curriculum inquiry and discourse.
This course intends to explore past and current issues in research on learning and teaching. The course will focus on philosophical issues and theoretical frameworks used to understand how students learn. The course will also examine approaches to empirical work investigating students' learning and teaching in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in teaching and learning.
This course introduces students to the development, implementation, influence, and structures that shape curriculum and instruction policy. Description and analysis of major factors involved in curriculum and instruction policy-making at the local, national and international levels. The course includes information and practice on developing a practical approach to policy development in curriculum and instruction. Contemporary educational policy will be investigated as students put analysis into practice.
This course introduces the nature of instructional supervision. It provides competencies in the appraisal of teaching, the measurement of teacher performance, and familiarity with techniques related to the evaluation of teaching. It includes systematic analysis and evaluation, and integrates the current concepts, planning, measurement instruments, and validity of appraisal systems
Quantitative Research Method (I) is an introductory graduate course in using quantitative methods for inquiry in education research. Students will learn about the fundamental concepts and procedures of descriptive and inferential statistics. Students will have the opportunity to develop competence in reading and understanding statistics topics from sources such as texts, dissertations, journals, or technical reports. The course will also include an introduction to the use and interpretation of IBM SPSS.
This course is designed for graduate students in Education. It is assumed that students entering this course have taken previous graduate statistics courses (Quantitative Research Method I and Quantitative Research Method II), and have a basic understanding of statistics and statistical inference from basic concepts through to linear models such as ANOVA and multiple regression. The course will provide students with the more common multivariate procedures used in education, such as multiple regression (with interactions), multivariate analysis of variance, logistic regression, discriminant analysis, factor analysis/SEM models, and principal components analysis. In addition to surveying these methods, their application using IBM SPSS software will be demonstrated.
This hand-on course aims at providing doctoral candidates with theoretical foundation and practices to understand qualitative research. Qualitative methods, such as phenomenology, ethnography, grounded theory, symbolic interactionism and case study will be explored. The Ph.D. candidates will critically examine the different epistemological stances of qualitative inquiry such as interpretivism, hermeneutics, and social constructivism. The course will focus on the identification and creation of research problems, the development of qualitative research designs, actual data collection, and analysis procedures to address these issues.
This course aims at providing Ph.D. students with an overview of mixed methods research. The history and philosophy of mixed methods research, the emerging literature on it, purposes and characteristics of mixed methods research, types of research problems addressed the specification of mixed methods purpose statements and research questions, types of major mixed methods designs, data collection and analysis strategies within mixed methods designs, and reporting and evaluating mixed methods studies will be discussed. Students will have the opportunity to develop a mixed methods study design proposal on a special topic and critique published research articles in their field of study.
The course is intended to provide candidates with historical and philosophical basis of science teaching and learning. It examines the nature of scientific knowledge and how it develops, distinction between science, pseudoscience, and other branches of knowledge. Implications for science education policy and instruction will be discussed in this course. Candidates will have the opportunity to critique research articles and contexts that examine historical and philosophical aspects of science education and consider critically how might history and philosophy of science impact the development of scientific knowledge and thinking.
The purpose of this course is to help candidates explore aspects of science teacher education through readings, discussion, and practice. The course is organized around three themes: (1) science teachers are learners that construct understandings of theory and practice, (2) science teacher education can affect teacher practice, and (3) standards and teacher education are inextricably linked, guiding how teachers teach and what students learn.
The course examines current trends and issues in science education and how these trends and issues impact teaching and learning of science, Candidates will examine current trends of science teaching and develop conceptual frameworks and personal instructional theories related to teaching and learning science.
This course provides opportunity for candidates to intensively examine trends and issues in science education that have direct influence on student learning of science such as science literacy, assessment for and of learning, technology in science education, history of science education.
The course aims at helping candidates to understand how research is being conceived, designed, implemented and finally published. Candidates will engage in research activities that will lead to the development of research skills. Topics to be investigated will be agreed on individual basis.
The course is intended to provide candidates with opportunity to explore issues related to how student learn science and strategies used by learners to learn science. Issues related to metacognition, multiple intelligence, individual differences and context for learning will constitute a particular focus.
The course is intended to provide candidates with opportunity to explore issues related to how student learn science and strategies used by learners to learn science. Issues related to metacognition, multiple intelligence, individual differences and context for learning will constitute a particular focus.
The course will focus on issues of assessment of and for learning including assessment of specific learning concepts. Candidates will learn how to assess for understanding and profile student learning.
This course provides doctoral students with a solid understanding of educational technology integration in the classroom. Students will have the chance to examine the best practices of educational technology in science through technology; including field visits, the use of the Internet, and virtual reality and simulation programs used in teaching science. They will have the skills to review and select appropriate software for use in science classrooms to enhance students’ learning, in addition to the production of science-curriculum-specific projects demonstrating effective technology integration abilities.
Candidates will either focus on some special topics in science education to further their expertise or do clinical internship in K-12 schools of UAE.
The course aims to help the candidates understand the theories of learning offered in mathematics education that are deemed to be cornerstones in the history of mathematics education research. Critique and synthesis of learning theories in mathematics education dating back to 1900s will be the main focus of the course.
The course will help candidates understand how K-12 students think and reason about core mathematical ideas as well as the conceptual analysis of those core ideas. The course will also highlight the equity issue in mathematics classrooms.
The course will help candidates understand a variety of theories that serve the mathematics education community in teaching of mathematics as well as what it means to help mathematics teachers grow in knowledge, research and practice.
In this course candidates will have the opportunity to investigate what it means to teach mathematics within the presence of a variety of technological tools (software, calculators, etc.) and how students’ thinking is promoted in technology-intensive classes. The course will also enable candidates to curriculum development for technologically-rich environments.
In this course, the candidates will have the freedom to work on any area in mathematics education that would support their development. The topics to be covered will be decided by the candidate and the instructor supervising the course based on the needs of the candidate.
Candidates will learn how to use communication and representations as effective tools in the teaching of mathematics and to improve the teaching-learning processes.
Candidates will learn about advance techniques in interviewing to assess students' understanding of mathematical ideas and mathematical reasoning. They will also have the opportunity to analyze certain assessment techniques and how those inform teaching and learning process that take place in mathematics classrooms.
Candidates will learn about key components of curriculum development and understand what is required in developing curriculum and curricular materials in mathematics education.
Candidates will have the opportunity to trace the historical development of certain mathematical concepts relevant to K-12 and make analyses of how such developments impact school mathematics.
Candidates will focus on the core of problem solving by keeping an eye on theories about problem solving. They will be able to promote problem solving as a way of learning, thinking, and practicing mathematics in mathematics classrooms. Students will examine the research and reasoning behind the movement to emphasize problem solving as a foundation of mathematics education
Candidates will focus on the core of problem solving by keeping an eye on theories about problem solving.
The focus of this course is to establish good foundation for language and literacy education practitioners to achieve a comprehensive understanding of the inter-connectedness of language, literacy, and culture in learning and to apply this knowledge in the formulation and evaluation of effective literacy instruction. The vibrant interconnectedness of language, literacy and culture must be scrutinized, observed, described and analyzed in a variety of contexts for educators to fully appreciate the impact of language choice, bilingualism, multiliteracies, language as a medium of instruction, language policy making, language as communication and language as cognitive processes. The course is based on valuing the proficiency of literacy educators in meditating the complexities of students' whole literacy environment, individual learning needs and processes, and instructional programs and materials necessary to maximize each student's literacy attainment.
The course intends to develop conceptual understanding of the fundamental principles, strategies and methods for language and literacy education teaching and learning. The topics of this seminar are based on discursive practice in language teaching and learning by means of the construction and reflection of psycho-social realities through actions which invoke tact of teaching and learning, identity, ideology, beliefs, and power. The course reviews and critiques studies in the area of language and literacy education teaching and learning and provides students with a broad framework for writing on issues pertinent to the language teaching and learning.
The focus of this course is on examining the stages of first and second language development that are suitable for elementary and secondary school students. Students will analyze the curricular, social, intellectual, and linguistic factors that affect these stages. Concepts from the study of first and second language acquisition will be incorporated into the course, and the role of learning and practicing language both inside and outside the classroom will be considered. The development of productive and receptive language skills will be analyzed in relation to various types of linguistic knowledge (e.g., syntactic and lexical). The emphasis placed on these forms of knowledge and skill by popular teaching methodologies will be assessed. Finally, the suitability of various kinds of formal and informal assessment and evolution activities will be discussed at each stage of language development. The potential role of various forms of alternative assessment will be discussed, especially as they relate to methodologies like task-based language teaching. The course will provide students with the foundational concepts needed to select and design first and second language assessment instruments and curricula.
The fundamental and basic elements and principles important to understanding language learning, acquisition and communication process, especially in language and literacy education will be introduced. The focus will be on the application of linguistics approaches in the teaching of language and literacy education. The participants will learn about the social and psychological and pragmatic aspects of language that affect the organization and processing of language. Topics include child language acquisition, bilingualism, deafness, language and the brain, multilingual speech communities, gender and language, animal language, language variation and change. Students will familiarize themselves with the various approaches to these issues and the relevant supporting evidence.
This course will focus on major theoretical frameworks and current issues in academic discourse, discourse analysis and critical literacy. The course will demonstrate the significance and usefulness of academic discourse to the field of language and literacy by providing practical application of the course instruction on language used in teaching and learning school subjects, especially the contrast between the structure of academic discourse register with informal communication. The academic discourse and literacy will be considered through an interdisciplinary lens and through traditions that range from interactional sociolinguistics, psycholinguistic, narrative analysis, conversation analysis, critical discourse analysis, multiple literacies, media and critical literacy by laying bare how language production and language understanding interact with content areas with ample opportunities to engage in critical thinking about the role of language in society as important analytical mediating tools in epistemological ground.
This course will focus on introducing the concepts of bilingualism and multilingualism by exploring the ecological, social, psychological, emotional, political, pedagogical and cognitive dimensions of the continua of bilingualism, biliteracy and multiliteracy education through delving into a wide range of issues pertinent to educational policy, classroom practice in bilingual, bicultural and multicultural settings. The major focus will be in contextualizing a global perspective to scrutinize topics such as language ideology, assimilation, pluralism, social literacy, cultural and literacy identity as they related to teaching and learning within bilingual/multilingual populations.
The goal of this course is to develop practical understanding of the major research paradigms in language and literacy education. The course will give participants the opportunity to develop a critical understanding of key concepts in language and literacy education research and to make informed choices in planning, designing, implementing, interpreting and evaluating research on language and literacy education based on research projects of their own as a means of reflecting on and improving educational practice. The participants will be introduced to a range of curriculum inquires pertaining to qualitative and quantitative methods of research. They will also become conversant with ways of disseminating research findings in language and literacy education.
The focus of this course is to analyze and critique approaches and methods in language education teaching and it includes research and experiential perspectives on practice and theory. It surveys traditional and innovative approaches in language teaching, analyzes language classroom interaction, and sets language teaching in cultural and socio-cultural context. It focuses on theoretical perspectives, major issues, and current controversies. Particular attention will be paid to long-term development of language teachers as decision-makers and problem-solvers. Current issues in language education pedagogy is designed to provide students with an understanding of how to apply integrated approaches to the teaching of listening, speaking, reading, writing, viewing, visual representation and grammar in the language education classroom, making use of the full range of technological tools and preparing second language teachers to meet the needs of diverse students.
This course has two foci the first focus will be on language and literacy education program development and the second part on language and literacy education program evaluation. The first part of the course will offer a sound knowledge base in: the history of curriculum design in language programs; the systems approach to language curriculum design, language needs analysis; goals and objectives for language programs. The second part focus will focus on program evaluation to explore the potentials and pitfalls of evaluation, with a primary focus on: language program improvement; developing basic knowledge and skills to design effective evaluations at the classroom, curricular, institutional, and societal levels. The course will scrutinize issues such as: program evaluation in language education, program evaluation projects, the critical need for evaluation, useful evaluation models, standards of evaluation, and paradigms debate and pragmatic resolution in contemporary practice,.
The course intends to develop conceptual understanding of the fundamental principles, strategies and methods for language and literacy education teaching and learning. The topics of this seminar are based on discursive practice in language teaching and learning by means of the construction and reflection of psycho-social realities through actions which invoke tact of teaching and learning, identity, ideology, beliefs, and power. The course reviews and critiques studies in the area of language and literacy education teaching and learning and provides students with a broad framework for writing on issues pertinent to the language teaching and learning.
In this course candidates will transform knowledge about language and literacy into practice while focusing on the integration of technology. The course cultivates professional development as participants devise critical skills for teaching, learning, assessing, creating and integrating technology into language and literacy education practices. The course includes interactive and hypermedia technologies, computer-assisted language learning (CALL) and language literacy education, language testing and technology, distance learning, online discussions, software selection, and other related issues. Course materials include extensive readings, discussions, demonstrations and hands-on sessions with technologies. Candidates are also expected to construct their own computer-based materials as part of their electronic portfolio for teaching.
Every PhD student must pass a Comprehensive Examination (CE) designed to evaluate the breadth and depth of the student’s knowledge of his or her discipline, as well as the student’s scholarly potential. The CE consists of a written and an oral part and will be prepared, administered, and evaluated by an examination committee from the student’s concerned department. It must be taken before the start of the student’s fifth semester in the program. Students taking the CE must be in good academic standing after completion of the required coursework. The CE may be repeated only once, no later than the end of the student’s fifth semester. A second unsuccessful attempt leads to immediate termination of the student’s enrollment in the PhD program. The CE course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student prepares a concise and complete Research Proposal that clearly defines the research problem and objectives, and outlines the research methodology and a plan that the student will follow for the dissertation work. The proposal should be completed under the direction of the student’s supervisor and must be approved by the Advisory Committee. The proposal’s content and format must follow the PhD Research Proposal Preparation Guidelines issued by the College of Graduate Studies. The Research Proposal course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies
Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
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