Technology and Artificial Intelligence in Education (CURR101)

This course aims at introducing prospective teachers to the uses of educational technology and the transformative role of Artificial Intelligence (AI) in K-12 schools. Furthermore, consideration will be given to how learners from birth to three can be impacted positively and negatively by education technology. The course will enable the prospective teachers to integrate technology, including AI, effectively into school curriculum. The course emphasizes the instructional design and models, emerging technologies, productivity software, interactive multimedia, distance education, and ethics and legal issues, with a particular focus on AI's ethical and equitable usage. In addition, the course will help candidates acquire the skills that enable them to design, develop, and evaluate technology-based projects, lessons, and learning experiences. Technology, including AI, has become an essential component of modern classroom teaching, facilitating and supporting students' learning while offering endless possibilities for innovative and personalized education. This course gives the candidates the opportunity to learn the broad principles of integrating technology into teaching, as well as applying them to their own specialization. In addition, it gives them the opportunity to design, produce, and evaluate various instructional media.

Credit Hours : 3

Course Learning Outcomes

1. Describe key technology operations and concepts
2. Plan and design effective learning environments and experiences supported by technology.
3. Apply technology to maximize student learning.
4. Employ technology to facilitate a variety of effective assessment and evaluation strategies
5. Use technology to enhance productivity and professional practice.
6. Discuss the social, ethical, legal, and human issues surrounding the use of technology in PK, 12 schools and apply that understanding in practice.

Principles of Curriculum & Instruction (CURR102)

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.

Credit Hours : 3

Course Learning Outcomes

1. Create learning experiences that meet the diverse needs of all students in the classroom to include curricular materials, Resources, And Appropriate Instructional And Assessment Strategies
2. Develop reflective assessment strategies that allow for adjustments/modifications to lessons and instructional approaches
3. Evaluate, organize and sequence curriculum resource materials for appropriate matches to the MOE curriculum
4. Examine and understand the MOE curriculum for Elementary, Preparatory & Secondary Schools

Early Childhood Development & Learning (CURR103)

This course focuses on: the development and learning of young children, emphasizing an in- depth understanding of children's developmental stages (pre-natal – age 8); effective parenting; child protection and concepts related to child abuse; self-development and community engagement. The course focuses on: in-depth study of young children’s physical, cognitive, language, social, emotional and development; early childhood services in the UAE and the UAE aspirations, commitment and vision for early childhood development; the role of culture and context in early childhood development; parental roles and responsibilities including the importance of caring and attentive interactions and relationships; child’s rights and voice – including the right to be free from harm; and exposure to early childhood education and care institutions.

Credit Hours : 3

Course Learning Outcomes

1. Explain how child development and learning theories have influenced early childhood program models and curricula.
2. Identify the impact of developmental processes on early childhood educational practices.
3. Recognize the importance of stimulating and enriching environments to support optimal child development.
4. Describe the role played by factors such as culture, family and community characteristics, technological advances- on child development.
5. Show an awareness of the ethical issues which could impact on early childhood development.

Recitation & Cantillation (CURR114)

The course aims to train students to pronounce and recite the verses of the Qur'an correctly. Students learn the basic rules of cantillation and then apply them to the last ten parts of the Qur'an and to other Suras which should be memorized by students.

Credit Hours : 3

Course Learning Outcomes

1. Realize the virtues of the Qur’an, the virtue of dreaming it up, and the reward of its recitation
2. Know the etiquette of his reading and the provisions for purity related to his recitation
3. Properly recite the Qur’an according to Hafs’s narration on the authority of Asim
4. Learn the rules of intonation and know how to extract them from the Qur’an
5. Correctly apply the rules of intonation to any surah of the Qur’an

Planning and Implementation of ECE Curriculum (CURR211)

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 young children’s development and learning. Students will have the opportunity to learn the connection between theories of child development and learning and actual practice with young children.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate an understanding and appreciation of the field of early childhood education and what it means to be a professional in this field.
2. Explain how child development and educational theories and philosophies have influenced early childhood program models and curricula.
3. Review and critique the ideas and theories of scholars and movements that have greatly influenced the field of early childhood education, as well as the early childhood program models and curricula in light of issues of culture, class and ethnicity.
4. Design and implement a developmentally appropriate curriculum using a wide array of effective approaches and strategies.
5. Develop abilities to meet the need for individualization and develop strategies for meeting the needs of diverse children in the classroom.
6. Employ activities that include family, culture and community in young children’s development and learning.

Language Development and Emergent Literacy_AR (CURR212)

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. 

Credit Hours : 3

Prerequisites

• CURR101 with a minimum grade D
• CURR102 with a minimum grade D
• FOED101 with a minimum grade D
• SPED101 with a minimum grade D

Corequisites

• CURR211 with a minimum grade D

Course Learning Outcomes

1. Demonstrate an understanding of the emergent literacy foundational concepts necessary for early literacy curriculum.
2. Plan developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content.
3. Criticizes and evaluate children’s literacy development and construct appropriate programs to improve literacy and language development
4. Demonstrate knowledge of the basic language skills: reading, listening, speaking, writing, visualizing and visual representation.
5. Demonstrate abilities to integrate language arts in the curriculum which is characterized by the inter-relationship of listening, speaking, reading, writing, viewing and visual representation.

Fiqh of Worship (CURR231)

This course deals in detail with the forms of worship in matters of ritual purity, prayer, and pilgrimage and provides the students with fiqh views on issues connected with these maters, weighing one against another in order to enable them to be proficient in fiqh when they undertake to teach the forms of worship and to pass fatwas with regard to these issues, which are of great importance as they form the basis of the relationship with the Creator.

Credit Hours : 3

Course Learning Outcomes

1. Accurately explain the concepts and issues mentioned in the course
2. Be proficient in using information technology through costs and offers
3. Apply the jurisprudential opinions to life facts in a correct manner

Classroom Management in the Early Years (CURR233)

This course focuses on effective classroom management strategies for young children, emphasizing positive behavior support, emotional regulation, and social skills development. Students will explore theories of child development related to behavior, culturally responsive practices, and evidence-based techniques for creating inclusive learning environments. The course provides practical applications through case studies, role-plays, and reflections, enabling students to identify behavioral concerns and implement individualized support strategies. Additionally, it equips students with skills to collaborate with families and multidisciplinary teams to manage challenging behaviors and promote positive learning outcomes in early childhood settings.

Credit Hours : 3

Prerequisites

• CURR103 with a minimum grade D

Course Learning Outcomes

1. Describe how young children's emotional and social development influences their behavior in the classroom.
2. Identify strategies for managing behavior that promote self-regulation and social competence.
3. Explain how to create classroom environments that encourage positive interactions and reduce challenging behaviors.
4. Analyze positive discipline strategies and their impact on children’s development.
5. Examine the effectiveness of guidance strategies and their role in fostering children’s growth.
6. Identify strategies to communicate and collaborate with families in managing children's behavior.

Introduction to Art Museum Practices (CURR302)

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.

Credit Hours : 3

Course Learning Outcomes

1. Develop An Awareness Of The Importance Of Art Museums And Uae Culture
2. Formulate Written And Verbal Skills Necessary To Speak And Publish Within The Museum Discipline
3. Identify The Terms, Concepts, And Practices Related To Art Museums.
4. Outline The Role And Function Of The Art Museum And Its Functions In Society
5. Prepare Career-Oriented Students For Positions In The Growing Uae Cultural And Tourism Sector, As Teachers, Curators, Professional Art Practitioners, And Gallery Directors And Owners

Creative Arts for Young Children (CURR311)

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.

Credit Hours : 3

Course Learning Outcomes

1. State, describe and give examples of a variety of content areas defined under the discipline of Fine Arts.
2. Design instructional strategies to encourage positive social interactions among children and adults and children and their peers; to encourage the development of problem solving techniques; and to encourage self-motivation and child-centered learning.
3. Outline the continuum of affective development and describe how knowledge of the affective domain facilitates self-knowledge and self-understanding.
4. Identify teaching methods which encourage personal self-control and the development of a positive self-esteem and self-confidence.
5. Describe the teacher's role and the types of classroom environments which encourage children to explore the creative process.
6. Describe the philosophy of teaching and learning and demonstrate an understanding of a professional code of ethical conduct.
7. Identify the visual and performing arts of cultures from around the world and design and implement an example of visual and/or performing arts from a variety of geographical and cultural regions.

Development of Religious and Social Concepts in ECE (CURR312)

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.

Credit Hours : 3

Course Learning Outcomes

1. Determine the meaning of the concept, its dimensions and characteristics, and the relationship of social and religious concepts with each other.
2. Plan to impart social and religious concepts to kindergarten children
3. Integrate between social and religious concepts across the curriculum by providing activities that satisfy the needs of children.
4. Use appropriate strategies to evaluate the acquisition of social and religious concepts by kindergarten children

Family, Community, Culture and Early Childhood Education (CURR314)

This course provides candidates with the skills necessary to effectively draw sources of learning from the children’s family, community, and cultural contexts in order to advance children’s learning. It reviews family systems theory and covers the processes and skills involved in the teacher’s collaborative relationships with families, and community service agencies. The course emphasizes the teacher’s need to foster responsible relationships that support children’s well-being.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate knowledge of the early childhood education, family, community, and cultural issues and trends affecting children’s development and learning.
2. Use community resources, including colleagues and professionals, to prepare and to foster student learning.
3. Examine the relationship between self, community, and/or environments, and to evaluate and articulate potential impacts and consequences of choices, actions, and contributions for the creation of sustainable systems.
4. Demonstrate the importance of active participation and leadership in respecting professional responsibilities of early childhood teachers.
5. Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.
6. Prepare to establish and maintain positive, collaborative relationships with families through effective communication.

Child Health and Care (CURR317)

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.

Credit Hours : 3

Course Learning Outcomes

1. Understand and value the important role that teachers play in fostering preventive health concepts and helping young children begin to establish good habits, attitudes, and life-long responsibility for optimizing personal well-being;
2. Demonstrate knowledge of curriculum planning for young children in the areas of health, safety, and nutrition;
3. Demonstrate knowledge of socio-emotional and environmental factors that affect the status of children’s health;
4. Demonstrate knowledge of nutritional needs of children through planning meals and snacks;
5. Demonstrate knowledge of ways to provide a safe, nutritious, and healthy environment for children including weekly planning, positive role models, and family involvement;
6. Compare the interrelated roles of the home, school, and community in meeting the health and safety needs of the young child; and
7. Deploy current knowledge in areas of health safety, and nutrition relative to the UAE and within the context of a global society.

Science Education for Young Children (CURR319)

The course aims at familiarizing candidates with the knowledge and skills necessary to teach science for young children. It covers topics such as methods of teaching science for young children, and concepts and inquiries for teaching children science such as light energy and color, heat energy, sound energy, magnetic interactions, electrical energy, plant life, animal life, human life, water, air, and weather, the earth-changing surface, and the earth and space. It places emphasis on first hand experiences and inquiry applications.

Credit Hours : 3

Course Learning Outcomes

1. Decide what areas of science are basic, useful, and curious to children.
2. Design science learning activities for diverse children.
3. Deploy inquiry strategies that include using open-ended and closed ended teaching activities in planning and implementing science lessons and units.
4. Improve children’s scientific process skills, understanding, and attitudes.
5. Develop technological applications to teach science for young children.
6. Locate and use variety of resources to teach science including science experiments.
7. Arrange and manage learning environment including centers, computer centers, and projects.
8. Assess students' science understanding and learning.

Math Education for Young Child (CURR320)

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.

Credit Hours : 3

Course Learning Outcomes

1. Identify key mathematical ideas relevant to certain concepts and procedures.
2. Reflect on how young children think about mathematics to develop strategies to help all learners succeed in mathematics.
3. Plan and implement effective mathematics lessons by creating learning environments that promote students’ active learning and collaboration.
4. Identify and use appropriate instructional resources (technology, manipulatives, etc.) in support the teaching and learning of mathematics.
5. Discuss the purpose of assessment and use contemporary assessment techniques.

Children's Play (CURR324)

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

Credit Hours : 3

Course Learning Outcomes

1. Develop an understanding of the importance of play in child development and its role in early childhood education.
2. Consider the relationship between theories of play and learning and the development and implementation of the early childhood curriculum.
3. Apply techniques to act as an effective play facilitator.
4. Identify individual, gender, and cultural differences in children’s play and suggest teaching strategies for accommodating them.
5. Apply play principles in the development of a play environment and to demonstrate an understanding of the principles of, context and settings for, and media used in various play environments.
6. Identify the relationship between play and creativity and various areas of academic competence of young children.
7. Articulate the role of adults and the importance of providing appropriate resources and experiences in promoting young children’s learning, showing awareness of the need for effective teamwork.

Thinking and Learning in Teaching Mathematics (CURR343)

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.

Credit Hours : 3

STEAM in Early Childhood Education (CURR400)

This course will focus on Science, Technology, Engineering, Arts and Mathematics (STEAM) education in early childhood contexts. The course seeks to develop early childhood teachers’ knowledge of STEAM, the role of science, technology, engineering, arts and mathematics in STEAM and the incorporation and integration of STEAM across the curriculum. Emphasis is placed on the development of pedagogical skills, including planning, facilitating and assessing of STEAM education in ways that promote positive learning dispositions and future-focused skills. This knowledge and skills will enhance preservice teachers’ competence in implementing STEAM in the early years.

Credit Hours : 3

Prerequisites

• CURR319
• CURR320

Course Learning Outcomes

1. Critically engage with the theoretical underpinnings and core principles of STEAM in early childhood education.
2. Examine the role of play-, art- and problem-based pedagogies in learning STEAM.
3. Plan activities that invite children to explore, investigate, problem-solve and be creative.
4. Develop a variety of instructional materials and resources to support the implementation of STEM principles in your classroom.
5. Assess children’s learning through formative and summative methods aligned with STEAM.

Special Topic in ECE (CURR411)

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.

Credit Hours : 3

Course Learning Outcomes

1. Analyze contemporary and proposed policy related topics in relation to early childhood education and early care settings.
2. Analyze legal issues related to early childhood education.
3. Compare and contrast major theories of early childhood education in relation to their applications to the topic of interest.
4. Discuss relevant research related to the early childhood education topic and the discipline of early childhood education.
5. Examine and apply national and state teaching standards in relation to early childhood education topics.
6. Examine emerging and contemporary roles, topics, and issues of influence in early childhood education.
7. Explore the family role in the lives of children: children parent interaction, factors that affect children parent interaction and the patterns of socialization.
8. Investigate the ethical issues that pertain to early childhood education.

Early Childhood Learning Environments (CURR414)

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.

Credit Hours : 3

Course Learning Outcomes

1. Develop abilities to analyze appropriate teaching interactions between teachers and young children.
2. Develop strategies for guiding the actions and behavior of young children.
3. Develop observational skills necessary for planning, teaching and evaluating the learning experiences of young children.
4. Design and evaluate appropriate learning environments for young children.
5. Design and evaluate appropriate learning environments for young children.
6. Develop an understanding of the teacher's role in the teaching-learning process of young children.
7. Demonstrate on-going personal and professional development as an early childhood educator who has a thorough understanding of how young children learn and knows how to support that learning.
8. Develop skills in self-evaluation and a reflective attitude toward teaching.
9. Develop integrated curricula based upon the interests and needs of young children.

Assessment in Early Childhood Education (CURR416)

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.

Credit Hours : 3

Course Learning Outcomes

1. Understand developmentally appropriate assessment of young children’s learning and development.
2. Understand uses, forms and purposes of early childhood assessment.
3. Demonstrate knowledgeable, reflective, and critical perspectives on assessing young children.
4. Employ techniques and tools for observing, recording, and assessing child growth and development and learning.
5. Demonstrate assessment skills that support curriculum planning.
6. Demonstrate the skills for planning, compiling, and analyzing of a child portfolio for the purposes of assessing young children’s development and learning.
7. Form partnerships with parents and families in assessing and planning for children.

Art in Public Places (CURR417)

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.

Credit Hours : 3

Course Learning Outcomes

1. Clasify Skills Involved In Creative Problem Solving, Critical Thinking, Group Interaction And Collaboration.
2. Create And Be Able To Produce Artworks Employing Traditional And Non-Traditional Tools And Media In Non-Traditional Settings.
3. Develop A Plan That Involves Collaboration, Combination Of Media, Technologies And Techniques.
4. Develop A Proficiency In Writing About Their Creative Practice And Others While Learning Best Practices For Basic Website/Blog Development.
5. Gain An Advanced Level Of Thinking Of A Post-Studio Era.
6. Participate In The Practice Of Being Contemporary Artists As They Invent And Expand Their Capabilities Working With Collaborative And Community Based Practices.
7. Show Proficiency In Their Work Through Final Critiques And Through The Public Exhibition And Engagement With Individual And Group, Collaborative Projects.

Capstone Experience in ECE_AR (CURR425)

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.

Credit Hours : 3

Corequisites

• CURR465

Course Learning Outcomes

1. Accomplish a comprehensive portfolio exemplifying accomplishments throughout the teacher education program.
2. Develop a philosophy of education, teaching and learning
3. Engage in research to address issues of importance in teaching.
4. Integrate knowledge, skills and dispositions acquitted in the program.
5. Reflect on and modify teaching practice based on studentsí performance.

Student Teaching in ECE (CURR465)

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).

Credit Hours : 9

Corequisites

• CURR425 with a minimum grade D

Course Learning Outcomes

1. Apply diverse instructional teaching strategies and/or techniques to enhance learning outcomes.
2. Create an interactive classroom environment to promote effective learning.
3. Plan and prepare for teaching.
4. Practice different professional responsibilities relevant to the teaching career.

Introduction to Educational Research (CURR612)

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.

Credit Hours : 3

Course Learning Outcomes

1. Distinguish between qualitative and quantitative research methodologies (PLO # 1)
2. Explain the major steps involved in conducting a research study (PLO # 1)
3. Plan a research project that uses a variety of quantitative and qualitative methods (PLO # 4).
4. Establish factors pertaining to instrument psychometric properties (PLO # 1).
5. Value the purpose and importance of and procedures for conducting educational research (e.g., experimental, causal comparative, ethnographic, action research) (PLO # 3).
6. Develop a position on the professional, moral, and ethical issues surrounding educational research, measurement, and evaluation (PLO # 3).

Advanced Technology Application in Education (CURR613)

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.

Credit Hours : 3

Course Learning Outcomes

1. Design producible and use digital information with computer-based technologies
2. Display respect for ethical, legal, and copyright issues when using technology software, hardware, and resources
3. Evaluate trends, issues and problems in instructional media and technology
4. Identify key factors in selecting and using technologies appropriate for learning situations
5. Select appropriate media to produce effective learning environments using technology resources
6. Value the role played by technology in society

Advanced Educational Research (CURR614)

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.

Credit Hours : 3

Course Learning Outcomes

1. Identify And Evaluate Different Research Designs (Quantitative, Qualitative, And Mixed Methods) And Decide When To Use Them Based On The Advantages And Disadvantages Of Each Design
2. Implement The Steps In Conducting And Evaluating Quantitative, Qualitative, And Mixed Method Research Designs.
3. Produce And Implement A Rigorous And Credible Research Proposal For Master Degree
4. Support Data Analysis Procedures Using Variety Of Software (E.G., Spss, Minitab, Nvivo, Hypermedia) For Different Research Traditions

Current Issues in Teaching and Learning (CURR617)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate an understanding on how current issues in teaching and learning shaping and reshaping school practices and the education system as whole.
2. Demonstrate in-depth knowledge on current controversial issues and the culture of education and how these issues can be integrated into the curriculum.
3. Understand how contemporary issues shaping curriculum practices (technology, multicultural issues, bilingualism, etc.)
4. Reflect on current schools’ practices and find ways to strengthen the effectiveness and quality of schools as learning institutions
5. Interpret and analyze ethical issues in current school practices and come with viable solutions.
6. Research, analyze, and discuss literature in areas of interest: teaching, learning, diversity issues, curriculum development, and curriculum planning.

Growing up in a Digital World (CURR618)

This course provides an overview of the digital landscape for young children from an ecological perspective that includes digital media exposure in both home environment and early childhood settings. The course highlights critical questions surrounding the consequences of growing up in the digital age and examines the notion of early childhood digital pedagogy. Specifically, the course explores a legitimate and appropriate approach to utilizing digital technologies to enhance children’s holistic development and play-based learning, including particularly in literacy, numeracy as well as speech and language.

Credit Hours : 3

Course Learning Outcomes

1. Describe the advanced knowledge in relation to young children’s learning and development in a digital age. (PLO #1)
2. Critically review the key theoretical issues surrounding the consequences of growing up in a digital age. (PLO #1)
3. Analyse and critically reflect on pedagogical practices in response to digital technologies internationally in early childhood education. (PLO #1)
4. Develop a safe and nurturing learning environment that utilizes digital technologies for infants, toddlers, and young children. (PLO # 1, 3, 7)
5. Design strategies to teach language, literacy, and numeracy in a UAE kindergarten using digital technologies (PLO # 1, 3, 7)

Advanced Educational Research in ECE (CURR619)

This course is designed to facilitate a high level of knowledge of the research methods used in early years. Students will exit this course with knowledge, skills and dispositions which they can use to conduct research in appropriate ways with young children. The course presents both conventional and critical approaches with a focus on qualitative, quantitative and mixed-methods designs. This course is designed to encourage students to consider ethical issues as paramount, both in designing and conducting research with a focus on critiquing the appropriateness of various research methods. Through this course, students will finely tune their skills in reviewing research papers in the area of early childhood education.

Credit Hours : 3

Course Learning Outcomes

1. Critically evaluate research practices in early childhood education to fully understand relevant and appropriate approaches within different settings.
2. Identify different research tools, methodologies and approaches and, where appropriate, evaluate them for reliability and validity.
3. Evaluate and use a variety of different methodologies, both conventional and innovative.
4. Use research methodologies for the evaluation of programs and to assess student learning and growth, focusing on ethical practice in research.
5. Review research in early childhood education critically, focusing on appropriateness of research, value of research outcomes, ethics and professionalism.
6. Work independently or as part of a team to advocating for change in early childhood education in line with evidence based practice

STEM Education in ECE (CURR620)

This course will focus on STEM education as an interdisciplinary approach to learning where students learn and apply concepts in science, technology, engineering, and mathematics separately or in combination. By their very nature, early childhood settings are primed to support STEM learning. The course is designed to provide students with knowledge and experience to assist them in becoming an effective ECE teachers. Emphasis will be on modes of instruction, engaging students in discourse and active learning, use of technology, effective assessment, and recent research in the field of STEM education. Students will extend their professional knowledge and develop the stills and dispositions necessary to meet the college of education CF element, planning for teaching.

Credit Hours : 3

Course Learning Outcomes

1. Critically evaluate the best practice for engaging children in science, technology, engineering, and math (STEM).
2. Critique classroom discourse and the role of the teacher in facilitating STEM education.
3. Plan activities that invite children to observe, explore, investigate, problem-solve, experiment, and design.
4. Explore ways to integrate STEM language throughout the day to help children think and act like scientists.
5. Demonstrate an understanding on how research is used as a vehicle to inform ECE teachers about the significant issues and complexities in STEM education.

Advanced Studies in Curriculum and Instruction (CURR621)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate Knowledge Of Curriculum Filed, Philosophical Foundations, Historical Foundations, Psychological Foundations And Social Foundations Of The Curriculum
2. Evaluate Educational Or Curriculum Artifact Based On Theoretical Knowledge Of Curriculum, Evaluation, Design, Development And Implementation
3. Evaluate Through Narrative Reflection How Some Curriculum Issues And Educational Practices Are In Dire Need For Reform And Considerations
4. Reflect And Criticize Current Curriculum Practices And Curriculum Proposals, Reforms And Changes
5. Analyze Current Practices In Teaching And Learning And Come With Some Viable Solutions That Can Help In Systematic Teaching And Learning
6. Demonstrate Knowledge Of Curriculum Design, Curriculum Development, Curriculum Implementation, Curriculum Evaluation And The Principles Of Instructional Design

Class Assessment and Program Evaluation (CURR622)

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

Credit Hours : 3

Course Learning Outcomes

1. Analyze Case Studies Related To Teaching And Learning Social Studies.
2. Apply Innovative Strategies In Teaching Social Studies To Enhance Students’ Understanding Of Social Studies.
3. Explore National And International Social Studies Standards.
4. Identify Current Trends In Teaching Social Studies.
5. Use Different Types Of Assessment In Social Studies Classroom.

Language and Literacy in Early Childhood (CURR623)

This course examines contemporary theories and practices in the area of language and literacy learning and development for infants, toddlers and young children in both UAE and international contexts. Topics covered in the course include: developmental stages in learning to read and write; modern definitions of language and literacy in ECE; oral language and emergent literacy; factors that influence learning to read and write; social cultural approach to language and literacy teaching in ECE; creating a language and literacy rich environment; supporting language and literacy development for children from diverse cultures, languages, and developmental backgrounds; promoting language and literacy in young dual language learners; early intervention on language and literacy for school readiness.

Credit Hours : 3

Course Learning Outcomes

1. Critically evaluate the advanced knowledge in the area of language and literacy in early childhood.
2. Critically review the key theoretical issues in the area of language and literacy in early childhood.
3. Analyse and critically reflect on influential practices in the area of early childhood language and literacy internationally.
4. Develop a responsive learning environment that supports and strengthens young children’s language and literacy learning and development.
5. Design strategies to teach reading and writing in a UAE kindergarten for school readiness.

Birth to Four – Caring and Learning Environments (CURR624)

This elective course offers an in-depth exploration of the physical and emotional adaptations of parenthood and the needs and experiences of babies. There will be an emphasis on the particular role of early childhood practitioners and partnerships with health and social care professionals in supporting parents as they negotiate their roles as mothers and fathers. Underpinned by different theoretical frameworks, students will explore areas such as emotional and physical wellbeing throughout pregnancy and the postnatal period, the political and social context of motherhood/fatherhood, normative constructs of parenthood, attachment and emotion in early childhood work, touch, early language and creativity, feeding and early relationships with food.

Credit Hours : 3

Course Learning Outcomes

1. Discuss the cultural, social, and political factors which influence maternal and perinatal health.
2. Identify strategies to support parents and carers preparing for parenthood.
3. Develop and review parenting activities that support parental participation and engagement with their babies.
4. Evaluate parenting activities with reference to theory pertaining to the social and emotional development of babies.

Assessment, Evaluation and Planning in ECE (CURR625)

This course explores a range of early childhood assessment and evaluation practices essential to child assessment, intervention and planning from pre-school through kindergarten. Students explore international policy trends, perspectives, and challenges in assessing young learners, with a focus on the UAE kindergarten context. The course develops the knowledge and skills required to collect and apply assessment data to improve early learning outcomes.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate understanding of a range of early childhood assessment and evaluation practices essential to child assessment, intervention and planning from pre-school through kindergarten (PLO #1)
2. Explain past and current international policy, trends, perspectives, issues and challenges in assessing young learners (PLO # 1)
3. Observe assessments conducted in UAE kindergarten and/or private pre-school to understand rationale and use (PLO #3)
4. Conduct systematic observations and select from a range of other age-appropriate assessment tools to comprehensively assess learners on curricular outcomes and developmental domains (PLO #3)
5. Apply integrated technological solutions to document and communicate child assessments to parents (PLO #3)

Child Guidance: Family; Community; and Care. (CURR626)

This course provides an in-depth view of best practice for working with children and the families and carers, based on research evidence. The course focuses on using ethical practices and reflection when working with young children and their families. The course addresses various issues which children may face and discusses research on these areas. Students are encouraged to consider how they might apply these aspects into their own educational practice with early years’ children within the UAE context.

Credit Hours : 3

Course Learning Outcomes

1. Reflect on the importance and impact of life events on young children to develop a comprehensive understanding of how to support and guide children within early childhood settings;
2. Demonstrate a clear understanding of child protection and safeguarding, how to promote wellbeing in early childhood populations and a full understanding of ethical working practices with children and families;
3. Evaluate different research tools which have been used in early childhood settings in working with families and children and provide a comprehensive evaluation of them;
4. Demonstrate a full understanding of methods and approaches in working with young children and families to generate positive outcomes and ensure child protection, safeguarding and to maximize child development outcomes;
5. Reflect on the challenges to child centered guidance and care and consider methods of overcoming these;
6. Take an active role in advocating for positive change in early childhood education in line with evidence based practice.

Critical Concepts & Issues in Early Childhood (CCIEC) (CURR627)

This course allows for a critical exploration of theory and practice and ways these inter-relate and extend each other, for the Early Childhood Practitioner. The course encourages students to engage with wider reading and scholarly work in order to apply conceptual and theoretical lenses within early childhood to develop criticality, reflexivity within their practice. Content may include, but not limited to, current practice, mentoring, theoretical models, approaches to ECE, national and international policy, and teacher-parent partnership working.

Credit Hours : 3

Course Learning Outcomes

1. Evaluate theoretical models and approaches within early childhood practice.
2. Critically analyze the contexts in which they work and locate themselves within these contexts.
3. Critically reflect upon the conceptual and theoretical lenses within early childhood development.
4. Address critical challenges, tensions or contradictions, and professional dilemmas within their own practice, to consider possible new ways of re-conceptualizing, re-framing, re-imagining, or innovating future ECE practice.

Early Childhood Pedagogy in Practice (ECPP) (CURR628)

This course aims to encourage students to apply historical, philosophical, and theoretical perspectives to current Early Childhood contexts in order to develop their understanding of Early Childhood Pedagogies in educational and care for children 0 – 6 years. Key pedagogic issues will be explored, including but not restricted to; play, complex needs, learning environments, collaborative spaces, and relationships.

Credit Hours : 3

Course Learning Outcomes

1. Interrogate and evaluate the relationship between perspectives and approaches to early childhood learning to current practice. (PLO #1)
2. Illustrate comprehensive personal development of an early childhood educator. (PLO #6)
3. Critically analyze key aspects of practice demonstrating inclusivity and enabling environments. (PLO’s #2, #3)
4. Through reflexivity examine perspectives around children’s participation, agency, voice, and critique role as educator within the field. (PLO’s, #8, #9)

Integrated Curriculum in the Early Years (CURR629)

This course explores a wide range of early childhood curriculum models from pre-school through kindergarten and the philosophies, theory and research that inform them. The course emphasizes integrated, activity-based curriculum and learning with a focus on the UAE Ministry of Education KG curriculum. Students conduct an observational case study that involves reflecting on an integrated curriculum model in practice. The course applies early childhood pedagogy, research, and curricular knowledge to thematic unit and lesson planning. curricular content areas to plan developmentally appropriate units, lessons and activities for teaching and learning that meet curriculum outcomes and appropriately challenge learners.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate understanding of past and current issues, theories, philosophies and research on early childhood curriculum and the curricular areas (PLO #1)
2. Explain the philosophical and theoretical frameworks underpinning curriculum and its implementation (PLO # 1)
3. Observe and evaluate integrated, play-based curriculum in practice (PLO #3)
4. Plan and write a developmentally appropriate curricular content unit with lessons (PLO #3)
5. Create developmentally appropriate, stimulating and challenging activities (PLO #3)

Advanced Teaching Methods in Mathematics 1 (CURR630)

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.

Credit Hours : 3

Prerequisites

• CURR621 with a minimum grade D
• CURR622 with a minimum grade D

Course Learning Outcomes

1. Analyze Mathematic Lessons That Include Elements Of Differentiation, Different Types Of Assessment, And Technology
2. Critique Classroom Discourse And The Role Of The Teacher In Facilitating That Discourse
3. Demonstrate An Understanding On How Research Is Used As A Vehicle To Inform Math Educators About The Significant Issues And Complexities In Teaching And Learning Of Mathematics
4. Demonstrate In-Depth Knowledge On How To Assess Students’ Progress Not Only To Assign Grades, But Also To Monitor And Improve Instruction
5. Explain Mathematics Education Standards And The Implications These Standards Have For Instruction
6. Plan A Mathematics Lesson That Fosters Deep Understanding Of Mathematics That Requires Students To Be Engaged In Sense Making And Mathematical Communication

Advanced Teaching Methods in Mathematics 2 (CURR631)

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.

Credit Hours : 3

Prerequisites

• CURR630 with a minimum grade D

Course Learning Outcomes

1. Critique Methodologies And Approaches Used To Conduct Research On Teaching And Learning Mathematics
2. Discuss The Role Played By The Many Influences—Including Cultural Contexts, Socioeconomic Conditions, Technology And Media— On Teaching And Learning Of Mathematics
3. Explain Current And Past Learning Theories And How These Theories Impact The Teaching And Learning Of Mathematics
4. Explain Mathematics Education Standards And The Implications These Standards Have For Instruction
5. Integrate Multiple Methods To Meet The Goals Of Teaching Mathematics To Particular Groups Of Students
6. Plan A Mathematics Lesson That Foster Deep Understanding Of Mathematics That Requires Students To Be Engaged In Sense Making And Mathematical Communication

Advanced Teaching Methods in Science 1 (CURR632)

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.

Credit Hours : 3

Prerequisites

• CURR621 with a minimum grade D
• CURR622 with a minimum grade D

Course Learning Outcomes

1. Design A Variety Of Contemporary Assessment Strategies To Evaluate The Intellectual, Social, And Personal Development Of The Learner In All Aspects Of Science
2. Develop Personal Theory Aabout Science Teaching And Learnig
3. Explain Science Education Standards And The Implications These Standards Have For Instruction
4. Maintain A Safe Environment In Which To Conduct Science Instruction
5. Plan Coherent Science Lessons That Are Consistent With The Science Education Standards And Appropriate For Addressing The Needs And Abilities Of Students
6. Recognize The Nature And Purpose Of Science As A Worldview And Its Underlying Assumptions
7. Value The Nature Of Science And Scientific Inquiry

Advanced Teaching Methods in Science 2 (CURR633)

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.

Credit Hours : 3

Prerequisites

• CURR632 with a minimum grade D

Course Learning Outcomes

1. Assess Student Learning Using Multiple Methods Of Valid Assessment Tools.
2. Consider Ethical Issues When Making Decisions Related To The Teaching And Learning Of Science.
3. Critique Methodologies And Approaches Used To Conduct Research On Teaching And Learning Science.
4. Develop Personal Beliefs About Theories Of Teaching And Learning Science.
5. Discuss The Role Played By The Many Influences—Including Cultural Contexts, Socioeconomic Conditions, Technology And Media— On Student Understanding Of Scientific Issues.
6. Explain Current Relevant Learning Theories And How These Theories Impacted The Teaching And Learning Of Science.
7. Integrate Multiple Methods To Meet The Goals Of Teaching Science To Particular Groups Of Students.

Advanced Teaching Methods in English 1 (CURR634)

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.

Credit Hours : 3

Prerequisites

• CURR621 with a minimum grade D
• CURR622 with a minimum grade D

Course Learning Outcomes

1. Analyze And Evaluate Formal (I.E., Instructed) And Informal (I.E., Naturalistic) Types Of Language Learning In Light Of Recent Principled Approaches To Language Teaching (E.G., The Models Of Ellis, Swan And Nation)
2. Create A Series Of Form-Focused Language Teaching Activities And Reflect On Their Potential Effectiveness In Relation To Learners’ Needs And Key Language Teaching Principles
3. Demonstrate Basic Understanding Of Key Issues In Second Language Acquisition And Language Processing That Influence The Development Of Oracy And Grammatical Competence For Second Language Learners (E.G., Implicit And Explicit Knowledge, Top-Down / Bottom-Up, Etc.)
4. Describe And Analyze The Main Features Of Important Language Teaching Methodologies From The Past Century (E.G., Theoretical Bases, Intended Audiences And Purposes, Classroom Techniques, Etc.)
5. Design, Analyze And/Or Adapt The Objectives, Materials, Activities And Assessment Techniques Used To Teach A Module Of Listening And Speaking For A Specific Group Of Students That They Are Familiar With.
6. Reflect Critically On His Or Her Current Teaching Practices In Light Of Major Language Learning Principles And Theories

Advanced Teaching Methods in English 2 (CURR635)

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.

Credit Hours : 3

Prerequisites

• CURR634 with a minimum grade D

Course Learning Outcomes

1. Adapt An Exemplary Unit For Teaching Reading, Writing And Vocabulary, Including Outcomes, Materials, Teaching And Assessment Procedures
2. Develop Performance Assessments As Appropriate For Reading, Writing And Vocabulary
3. Discuss Current Issues In Second Language Acquisition, Literacy And Teaching Methods
4. Plan Exemplary Diverse Activities For Teaching Reading, Writing And Vocabulary
5. Reflect Critically On Current Research Pertaining To Teaching Methods Of Reading, Writing, And Vocabulary To Inform Curriculum Development

Advanced Teaching Methods in Arabic 1 (CURR636)

This course introduces the learner to the modern theories and strategies of teaching of Arabic language in general education, starting from the principles of modern theories in planning and implementing the teaching of the Arabic language, relying on building knowledge and teaching skills on many educational practices and theories that make the student an active learner, researcher and producer of knowledge. In addition, the course provides a theoretical base that helps the learners understand the nature of teaching in the various educational stages. The course also gives opportunities to them to review previous studies in the field of Arabic language teaching, especially reading and writing strategies, and study, analyze, and criticize them and express an opinion in order to use it in developing their educational studies. Taking advantage of the results of analyzing these studies, the course reviews the social, psychological and philosophical factors that will affect learning, by discussing and comparing them and examining its applications globally, regionally and locally.

Credit Hours : 3

Prerequisites

• CURR621 with a minimum grade D
• CURR622 with a minimum grade D

Course Learning Outcomes

1. Demonstrating the objectives of teaching the Arabic language and the basis for building its curricula and approaches. (PLO # 7-1).
2. Planning Individual and group learning in effective educational and linguistic environments. PLO # 4 -5 -6).
3. Demonstrating knowledge of teaching linguistic contents to the students. (PLO # 1- 2).
4. Employing modern and effective teaching strategies and methods to present linguistic contents in a variety of ways to the students. (PLO # 4-6-1).
5. Using different teaching methods to achieve the goals of learning the Arabic language for all students, taking into account the individual differences between them. (PLO # 4 - 6).
6. Using methods of teaching language skills and experiences that make the students busy with learning. (PLO # 4 -5).

Advanced Teaching Methods in Arabic 2 (CURR637)

This course introduces the learners to the modern theories and strategies in teaching of Arabic at the secondary level, which helps them to build their own knowledge system, which enables them to provide content to the students in a variety of innovative ways. The course provides a theoretical base that helps the learners understand the nature of teaching at the secondary stage, the nature of students, their inclinations and needs at this stage. In addition, the course provides opportunities to them to self-learn by reviewing previous studies in the teaching of Arabic language in the secondary stage and analyze and criticize them and express an opinion in light of previous experiences. The course reviews social, psychological and philosophical factors that will affect the learning at the secondary level, so that the learner can discuss, compare and find its applications globally, regionally and locally.

Credit Hours : 3

Prerequisites

• CURR636 with a minimum grade D

Course Learning Outcomes

1. Helping learners acquire knowledge of teaching content to the students. (PLO # 7-1.
2. Helping learners to acquire modern and effective strategies and teaching methods to present educational content in various ways to the students. (PLO # 4 -5 -6).
3. Providing opportunities for learners to use different teaching methods to achieve learning goals. ((PLO # 1- 2).
4. Giving learners an opportunity to learn how to organize individual and group learning (PLO # 4-6-1).
5. Providing learners with teaching methods that make students busy with learning. (PLO # 4 - 6).
6. Providing opportunities to make learners familiar with educational goals. (PLO # 4 -5).

Advanced Teaching Methods in Social Studies 1 (CURR638)

This course aims to examine a variety of theories of social studies education. It will research and reflect on successful educational practices and synthesize our findings with current standards of social studies education. It covers studying the nature, structure, concepts, interdisciplinary relationships, inquiry and discovery methods, problem solving, law-related education, Fink’s theory of objectives, environmental issues, active learning, contemporary teaching strategies, diversity, values and attitudes, and the original sources

Credit Hours : 3

Prerequisites

• CURR621 with a minimum grade D
• CURR622 with a minimum grade D

Course Learning Outcomes

1. Analyze The Content Of Social Studies Curriculum By Using Scientific Methods.
2. Design Teaching Strategies And Approaches Of Social Studies To Understand Historical, Geographical And Political Aspects.
3. Develop A Social Studies Unit.
4. Explore Learning Resources To Enhance Students’ Concepts, Attitudes And Skill Of Social Studies.
5. Identify The Nature Of Social Studies And Its Applications In Curriculum Content And Classroom.
6. Use Inquiry Approach In Teaching Social Studies To Develop Students’ Understanding And Thinking Skills.

Advanced Teaching Methods in Social Studies 2 (CURR639)

This course aims to examine national and international social studies standards. It also explores current trends in teaching social studies besides investigating the effectiveness of teaching strategies in social studies in real classroom. The course also illustrates different types of assessment in social studies classrooms.

Credit Hours : 3

Prerequisites

• CURR638 with a minimum grade D

Course Learning Outcomes

1. Explore national and international social studies standards.
2. Identify current trends in teaching social studies.
3. Apply innovative strategies in teaching social studies to enhance students’ understanding of social studies through thinking process.
4. Analyze case studies related to teaching and learning social studies.
5. Use different types of assessment in social studies classroom.

Thesis (CURR640)

The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of their specific specialization and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout her/his entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

1. Conduct independent research on the field of education.
2. Produce a thesis of publishable academic quality.
3. Effectively present and defend the research orally.

Master Graduation Project (CURR650)

The aim of this course is to assist students in preparing their final project which will be a summative of what they have learned throughout their graduate program. Students are expected to complete this course within 6 credit hours. The Master’s graduation project could be completed as a creative project or an action research project. So, master students will have an opportunity to choose whether they are interested in preparing a creative project or action research. Creative projects are the tangible products of creative behavior and/or creative thinking. Creative projects are expected to benefit school. For instance, creative projects may include, but not limited to, activities, art, crafts, websites, games, applications and toys.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

1. Apply various research techniques in a research/creative project.
2. Produce a research/creative project of academic quality.
3. Effectively present and defend the research/creative project orally

Introduction to Educational Research_AR (CURR651)

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.

Credit Hours : 3

Course Learning Outcomes

1. Distinguish between qualitative and quantitative research methodologies.
2. Explain the major steps involved in conducting a research study (PLO # 1)
3. Plan a research project that uses a variety of quantitative and qualitative methods.
4. Establish factors pertaining to instrument psychometric properties.
5. Value the purpose and importance of and procedures for conducting educational research.
6. Develop a position on the professional, moral, and ethical issues surrounding educational research, measurement, and evaluation.

Current Issues in Teaching and Learning_AR (CURR654)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate an understanding on how current issues in teaching and learning shaping and reshaping school practices and the education system as whole.
2. Demonstrate in-depth knowledge on current controversial issues and the culture of education and how these issues can be integrated into the curriculum.
3. Discuss how contemporary issues shaping curriculum practices (technology, multicultural issues, bilingualism, etc.).
4. Reflect on current schools’ practices and find ways to strengthen the effectiveness and quality of schools as learning institutions.
5. Interpret and analyze ethical issues in current school practices and come with viable solutions.
6. Research, analyze, and discuss literature in areas of interest: teaching, learning, diversity issues, curriculum development, and curriculum planning.

Smart Classrooms (CURR661)

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.

Credit Hours : 3

Course Learning Outcomes

1. Analyze the main factors required for using and managing smart classes.
2. Examine the appropriate procedures for integrating technology to assist learning inside and outside the classroom.
3. Use mobile and blended learning technologies to plan, design and implement smart classrooms learning and teaching environments.
4. Apply electronic documentation skills in creating and collecting resources to enhance and enrich smart classrooms.
5. Design instructional materials using different educational technology.
6. Incorporate technological resources and tools for effective content learning.

Classroom Assessment & Program Evaluation (CURR662)

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.

Credit Hours : 3

Course Learning Outcomes

1. Employ a variety of assessment methodologies.
2. Focus assessment on students' capacity for critical thinking and in depth understanding.
3. Design performance-based assessments and explore their impact on students learning.
4. Interpret assessment data and use them to monitor, support, and enhance students' learning and evaluate curriculum and instruction.
5. Develop/select and use assessment techniques that meet students' diversity.
6. Explore international standards for program evaluation, and apply them to evaluate and critique current programs in their majors.
7. Reflect on current research in the area of classroom assessment, and demonstrate ability to incorporate the new trends into classroom practices.

Artificial Intelligence Applications in Education_AR (CURR663)

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.

Credit Hours : 3

Course Learning Outcomes

1. Discuss the basic theoretical and historical background of artificial intelligence and its applications.
2. Apply appropriate AI tools for teaching and learning.
3. Conduct research on the trends and applications of AI in diverse classrooms.
4. Evaluate issues and problems related to the application of AI in classrooms.
5. Design effective classroom environments that make use of AI technologies.

Teaching for Thinking_AR (CURR664)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate knowledge of the structure of human brain, its function, operation functions and thinking styles correlated to brain.
2. Inquire philosophical and psychological theories that connected to thinking process inside classroom environment.
3. Inquire philosophical and psychological theories that connected to thinking process inside classroom environment.
4. Discover strategies and applications of thinking process inside classroom environment.
5. Design programs and learning activities that motivate students to use different types of thinking and its skills.

Professional Portfolio Development 1_AR (CURR665)

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.

Credit Hours : 3

Course Learning Outcomes

1. Analyze various types of Electronic Portfolios.
2. Evaluate various types of Electronic Portfolios.
3. Develop an original high quality research study proposal in the area of innovation in teaching.

Professional Portfolio Development 2_AR (CURR666)

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.

Credit Hours : 3

Course Learning Outcomes

1. Design Electronic-Professional Portfolio showcasing professional growth and achieved competence in the area of innovation in teaching.
2. Reflecting upon learning processes and outcomes of the program.
3. Conduct scientifically rigorous and valid research in the area of innovation in teaching.

Curriculum Theory and Practice (CURR701)

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.

Credit Hours : 3

Course Learning Outcomes

1. Represent and use different viewpoints, theories, "ways of knowing" and methods of curriculum inquiry in his/her teaching of subject matter concepts and relate them to real practices (PLO2); (INTASC 1)
2. Demonstrate knowledge of philosophies, curriculum approaches and pedagogies as a basis for instructional practices by encouraging and instilling on the students: discussion, listening and responding to group interaction, and eliciting samples of students’ thinking orally and in writing ((PLO1) (INTASC 2)
3. Demonstrate knowledge of families, cultures, and communities, and use this knowledge to mitigate theory to practice and as a basis for connecting curriculum instruction to students' experiences pertinent to subject matters (PLO5); (INTASC3)
4. Demonstrate knowledge of classroom observation, information about students’ ‘records and views, and research as sources for evaluating the outcomes of curriculum and practices reflected on teaching and learning and as a basis for experimenting with, reflecting on, and revising practices (PLO6); (INTASC 9)
5. Establish ethics, value ethics of care to be the base for productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and wellbeing (PLO5) (INTASC 10)

Theory and research on learning and teaching science (CURR702)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate understanding of the past and current issues in research on learning and teaching. (PLO #1)
2. Explain the philosophical and theoretical frameworks used to understand how students learn. (PLO # 1)
3. Examine approaches to empirical work that investigating students' learning and teaching in classrooms. (PLO #3)
4. Explain the conceptual development that will help them relate the discussions about the applications of research to theory and practice in teaching and learning. (PLO #3)

Quantitative Research Methods in Education (CURR710)

Quantitative Research Method 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.

Credit Hours : 3

Prerequisites

• CURR710 with a minimum grade D

Course Learning Outcomes

1. Explain the role played by statistics and other influences—including contexts, types of data, research objectives, and technology— on developing understanding of quantitative research (PLO # 1)
2. Critically analyze research outputs and interpret reported statistical data. (PLO # 3)
3. Select appropriate techniques to collect data for their quantitative research. (PLO # 2)
4. Critique methodologies and approaches used to conduct quantitative research in education. (PLO # 3)
5. Consider ethical and legal issues when making decisions related to selection, implementation, and interpretation of quantitative research in education. (PLO # 5)

Qualitative Research Methods in Education (CURR713)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate the ability for planning, conducting and designing a qualitative research project in a scientific manner (PLO2)
2. Criticize the different epistemological stances, ontological and methodological nature of knowledge by means of a deeper level of introspection, understanding and to be cognizant of thorny issues of qualitative methodology (PLO1)
3. Criticize a real qualitative study and understand the type of inquiry embedded within the structure design confines of qualitative research methods(PLO3)
4. Demonstrate the ability to select, define and analyze potential qualitative research problems in a particular area of specialization(PLO4)
5. Demonstrate how to glean data, summarized and report qualitative data, in both narrative and visual matrix or other graphic/tabular display formats(PLO6)

Mixed Methods Research in Education (CURR715)

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.

Credit Hours : 3

Prerequisites

• CURR710 with a minimum grade D
• CURR713 with a minimum grade D

Course Learning Outcomes

1. Demonstrate abilities for constructing a clear and accurate mixed methods proposal by employing some viable methods means associated with the mixed methods design (PLO2)
2. Critique and evaluate a range of controversial issues and challenges associated with mixed methods research (PLO3)
3. Critically evaluate and examine empirical mixed methods research (PLO6)
4. Determine and engage in appropriate analytic strategies for mixed methods research (PLO1)
5. Interpret and explain various types of mixed method research designs and communicate the underpinnings and the processes of that design (PLO5)

Philosophical and historical perspectives in science education (CURR720)

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.

Credit Hours : 3

Course Learning Outcomes

1. Define the historical and philosophical basis of science teaching and learning. (PLO #1)
2. Examine the nature of scientific knowledge and how it is developed in relation to science, pseudoscience, and other branches of knowledge.  (PLO #3)
3. Critique research articles and contexts that examine historical and philosophical aspects of science education. (PLO #3)
4. Demonstrate how history and philosophy of science might impact the development of scientific knowledge and thinking. (PLO #6)

Science teacher education: Theory and practice (CURR721)

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.

Credit Hours : 3

Current issues in science education (CURR722)

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.

Credit Hours : 3

Independent Study in Science Education (CURR724)

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.

Credit Hours : 3

Advanced studies in science teaching methods (CURR730)

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.

Credit Hours : 3

Course Learning Outcomes

1. Explain current approaches to teaching for understanding including current strategies and inquiry teaching and learning. (PLO #4)
2. Develop conceptual understanding of how science is taught and learned. (PLO #5)
3. Analyze critically current scholarly work in science education to enrich understanding of socio-scientific issues. (PLO #2)
4. Demonstrate understanding of ethical issues and how these issues might impact science education practice. (PLO #4)

Assessment in science education (CURR732)

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.

Credit Hours : 3

Course Learning Outcomes

1. Employ a variety of assessment methodologies.
2. Interpret assessment data and use them to monitor, support, and enhance students' learning and evaluate curriculum and instruction.
3. Develop/select and use assessment techniques that meet students' diversity.
4. Explore international standards for program evaluation, and apply them to evaluate and critique science education programs on their context.
5. Reflect on current research in the area of national and international assessments, and demonstrate ability to incorporate the new trends into classroom practices.

Theory and Research in Mathematical Thinking and Learning (CURR740)

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.

Credit Hours : 3

Course Learning Outcomes

1. Identify prominent theories of learning that are relevant to mathematics learning. (PLO1)
2. Demonstrate an in-depth knowledge on how theories have emerged historically. (PLO2)
3. Analyze major learning theories and their influences on student’s thinking and learning. (PLO1)
4. Conduct an analysis of applications and limitations of theories about understanding and learning in mathematics education. (PLO3)
5. Demonstrate an ability to critique learning theories in regards to student thinking and learning.(PLO2)

Theory and Research in Mathematics Teacher Education (CURR742)

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.

Credit Hours : 3

Course Learning Outcomes

1. Conduct an analysis of role played by theories in building up a knowledge base for teacher educators. (PLO1)
2. Develop awareness of theories impact on teachers’ practice. (PLO6)
3. Evaluate currently accepted and widely used learning theories in mathematics education research. (PLO3)

Integration of Technology into Mathematics Curriculum and Instruction (CURR743)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate an in-depth knowledge on how handheld & computer technology can be incorporated in mathematics classroom. (PLO1)
2. Identify different web-based mathematical software that can be incorporated in mathematics curriculum development. (PLO1)
3. Construct technology-enhanced mathematical activities that aim at developing understanding of school mathematics. (PLO6)
4. Identify different web-based mathematical software that can be incorporated in mathematics curriculum development. (PLO1)
5. Construct technology-enhanced mathematical activities that aim at developing understanding of school mathematics. (PLO6)

Independent Study in Mathematics Education (CURR744)

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.

Credit Hours : 3

Course Learning Outcomes

1. Exhibit clear, engaging, and confident oral communication.(PLO 3&4)
2. Demonstrate proficient written communication by articulating a clear focus, synthesizing arguments. (PLO4)
3. Create a scholarly publishable journal article. (PLO2)

Clinical Interviewing and Assessment in Mathematics Education (CURR751)

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.

Credit Hours : 3

Course Learning Outcomes

1. Compare and contrast various paradigms for evaluating mathematics understanding. (PLO1)
2. Demonstrate in depth understanding of assessment issues related to the mathematics classroom, including the use of rubrics and alternative forms of assessment. (PLO1&4)
3. Develop advance techniques in interviewing to assess students' mathematical understanding. (PLO3)
4. Develop increased capacities to analyze issues related to assessment and their impact on mathematics classroom. (PLO6)

Historical Development of Mathematical Ideas (CURR754)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate knowledge of the historical development of various mathematical ideas (PLO1 & PLO4)
2. Demonstrate how mathematical ideas interconnect and build on one another (PLO 4)
3. Analyze how the development of certain mathematical concepts impact current practices (PLO2 & LO3).
4. Investigate the contributions of mathematical ideas from many cultures around the world (PLO 6)

Mathematical Problem Solving (CURR755)

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

Credit Hours : 3

Course Learning Outcomes

1. Provide overview of what is Mathematical Problem Solving and its theoretical basis
2. Enable candidates to Problem Solving knowledge.
3. Provide candidates with knowledge and skills needed to understand Mathematical Problem Solving and techniques.
4. Introduce candidates to how to critically judge the Problem Solving methods based on theories.

Language, Literacy and Culture (CURR760)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate how language and culture play a vital role in learning and be able to modify instructions to make language comprehensible, instruction tools relevant, accessible, and challenging (PLO1); (INTASC 1(g); ILA 1)
2. Demonstrate how different languages and dialects could be integrated into the instructional practice to engage students in learning(PLO3); (INTASC 2(O): ILA 1)
3. Apply content knowledge of language, literacy and culture in learning experiences which encourages learners to understand, question, and analyze ideas from diverse perspectives in order to master the content (PLO2); (INTASC 4(b))
4. Demonstrate an understanding of how learners use language skills and literacy habits to construct, reconstruct and deconstruct meaning and express acquired knowledge by developing the habits of mind that are necessary for dynamic participation in a culture(PLO6); INTASC 2(O); NCTE 1.4, 2.2, 2.10.1 )
5. Demonstrate the ability to integrate and employ appropriate literacy and language instructional techniques based on the individual cultural, physical, cognitive, social, and emotional needs of the students (PLO4); (INTASC 2(O); NCTE 2.7, 2.10, 3.2)

Language and Literacy Pedagogy (CURR761)

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.

Credit Hours : 3

Course Learning Outcomes

1. Generate ideas and practices, informed by theory, research, and policy, about language and literacy development and literacy pedagogy.
2. Apply the knowledge gained about language and literacy development and pedagogy to develop a research-based orientation to literacy and its teaching in K-12 settings.
3. Adapt an exemplary unit for teaching literacy, including outcomes, materials, teaching and assessment procedures.
4. Discuss reflectively various second language pedagogical approaches and their impact on diverse students’ literacy development.

First and Second Language Development and Assessment (CURR762)

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.

Credit Hours : 3

Course Learning Outcomes

1. Discuss reflectively the developmental stages of UAE learners’ language performance and competence in the primary and secondary years in terms of recognized sets of standards.
2. Describe and assess historical trends in language assessment methods. (PLOs 1 & 2)
3. Evaluate the most important features of popular assessment tools in the UAE with respect to issues of validity, reliability, washback, etc.
4. Design accurate and appropriate assessment instruments for the grade level they are familiar with and analyze the results after administering the test.
5. Design accurate and appropriate assessment instruments for the grade level they are familiar with and analyze the results after administering the test.

Social and Psychological Aspects of Learning Language (CURR763)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate good knowledge of the essential concepts, terms, and basic issues involved in the study of the social and psychological aspects of L2 learning.
2. Identify the main socio-cultural, cognitive, psychological, and psycholinguistic factors that affect L2 learning; and critique, evaluate and discuss the various approaches, theories and models that have studied and attempted to account for these factors.
3. Derive insights from all of the above (i.e., WHAT & WHY) into the classroom situation (HOW) in order to make L2 learning and teaching more effective and more successful.

Discourse Analysis and Language Learning (CURR764)

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.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate abilities that explain the ways that discourse analysis relates to and interacts with other related methods of inquiry (e.g., pragmatic, sociolinguistic, intertextual, etc.) (PLO6).
2. Assess the extent to which learning English in any given culture entails learning and using discourse patterns and models based on the norms of English-speaking countries (PLO5)
3. Critically reflect on some of the major systems and techniques for analyzing written and spoken texts in order to assess their relevance for language teachers, test developers, and materials developers (PLO3)
4. Use techniques and procedures of Systemic Functional Linguistics to analyze samples of spoken or written discourse that could be used to teach English in the schools(PLO4)
5. Use discourse analytic techniques to assess the written production of EFL/EFL learners writing in diverse genres in order to describe and explain a variety of features such as transfer from Arabic, communicative effectiveness, pedagogical needs, and appropriate assessment schemes(PLO1).

Bilingualism, Biliteracy and Multiliteracy Education (CURR765)

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.

Credit Hours : 3

Course Learning Outcomes

1. Criticize and evaluate different models of bilingual education including aims, goals and outcomes of various types of bilingual education programs and the findings of research about the effectiveness of the bilingual models (PLO4)
2. Demonstrate an awareness of issues such as language ideology, assimilation, pluralism, social literacy, cultural, and literacy identity pertinent to teaching and learning within bilingual/multilingual populations (PLO1)
3. Analyze the historical, legal and global underpinnings of bilingual, biliterate and multi literacy education by taking position on bilingual programs and issues to advocate ethics of care and equity for bilinguals and multilingual (PLO5)
4. Use knowledge of various bilingualism, biliteracy and multi literacy issues to create and select appropriate research apparatus to investigate issues pertinent to bilingualism, biliteracy and multiliteracies (PLO3)
5. Demonstrate knowledge of creating an additive educational program atmosphere that reinforces a bicultural and biliteracy identity including understanding the facets of bilingualism and multi literacy issues such as acculturation and assimilation (PLO6)

Special Topics in Language Education Teaching (CURR771)

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.

Credit Hours : 3

Course Learning Outcomes

1. Compare/contrast major theoretical issues in second/foreign language learning based on understanding of research. (PLOs 1 & 2)
2. Make appropriate teaching decisions that will nurture language learning among diverse students. (PLO 4)
3. Prepare an individual reflective description for improving English language learning outcomes based on research. (PLO 3)
4. Plan and collaborate with colleagues for ongoing professional development and research. (PLOs 5& 6)

Development & Evaluation of Language and Literacy Programs (CURR772)

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,.

Credit Hours : 3

Course Learning Outcomes

1. Demonstrate an understanding of the historical, philosophical, theoretical and practical forms of the development and evaluation of language and literacy programs (PLO1)
2. Evaluate the professional standards and research practices and their potential contributions to the improvement of language and literacy programs evaluation (PLO3)
3. Plan and design a practical and useful language program evaluation project by establishing a clear purpose and intention of evaluation, identifying stakeholders, users, audiences, research design and report your real findings(PLO2)
4. Demonstrate abilities of managing, organizing, analyzing and interpreting language and literacy program evaluation by means of solid and empirical data (PLO6)
5. Identify and examine different domains, criteria, levels, standards, strands and ethical issues used in the development and evaluation of language and literacy programs (PLO5)

Seminar in Language and Literacy Education Teaching and learning (CURR773)

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.

Credit Hours : 3

Course Learning Outcomes

1. Examine the main linguistic and pedagogic issues that are taken into account in L2 learning and teaching (PLO1)
2. Formulate and articulate their philosophy of L2 teaching (PLO2)
3. Provide a rationale for their teaching practices and give examples from real experiences (PLO6)
4. Discuss core issues in L2 teaching approaches and methods, and identify ways of utilizing these issues in their teaching practice (PLO5)
5. Identify and discuss related Issues in Language and Literacy Education Teaching and learning (PLO4).

Comprehensive Examination (CURR800)

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.

Credit Hours : 0

Course Learning Outcomes

1. Present evidence of the depth and breadth of knowledge in their own field.
2. Demonstrate theoretical and applied competencies.
3. Communicate/articulate coherent relevant ideas reflecting understandings/knowledge.

Research Proposal (CURR810)

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.

Credit Hours : 0

Prerequisites

• CURR800

Course Learning Outcomes

1. Develop/write a research proposal appropriate for a doctoral dissertation that includes a problem statement, research questions and/or hypotheses, significance of the problem, conceptual/theoretical framework, and method.
2. Present evidence of the candidate’s skills/ abilities in reviewing, synthesizing and critiquing literature relevant to the candidate’s dissertation proposed topic.
3. Articulate in a comprehensive style the components and linkages among the parts of a research proposal.
4. Provide evidence of understanding the elements regarding human-subjects research.

Dissertation Research (CURR900)

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

Credit Hours : 30

Course Learning Outcomes

1. Conduct independent research on the field of education.
2. Produce a dissertation of publishable academic quality.
3. Effectively present and defend the research orally.

Dissertation Defense (CURR910)

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.

Credit Hours : 0

Prerequisites

• CURR900

Course Learning Outcomes

1. Present their dissertation effectively to the academic audience
2. Respond to questions and queries from the committee members and the audience.
3. Keep a professional posture and self-confidence.