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Ed.D. in Leadership for Learning
Concentration: Inclusive Education
The focus of the Concentration in Inclusive Education is to prepare teacher leaders who are committed to creating educational environments that ensure that all students, including those with disabilities and/or those who are culturally and linguistically diverse, have equitable opportunities for achieving high academic standards in the state-approved curriculum. The program of study deepens and broadens the knowledge and skills of the candidates in their content by emphasizing eight essential components of preparation, including: (a) recognition of one's own ethnocentrism and personal beliefs about education; (b) knowledge of students' learning, cognitive, and cultural backgrounds; (c) understanding of the broader social, economic and political context; (d) ability and willingness to use culturally appropriate, positive behavior management strategies; (e) commitment to building caring classrooms that are intentionally inviting and inclusive; (f) understanding and use of research-based practices in general education environments; (g) the ability to analyze school wide, complex problems and resolve issues such that all teachers, students and parents are supported and successful; and (h) an understanding of global issues in education and how they translate into the education of all students. The program of study is predicated on the assumption that in successful schools teachers collectively hold a powerful belief system of high expectations that rejects deficit assumptions about students, their cultures, abilities and life circumstances.
The concentration in Inclusive Education is offered by the Inclusive Education Department and emerged as a result of collaborative dialogue among faculty members in the department, the P-12 school community, and members of the PTEU. The program of study was carefully crafted in concert with the conceptual framework, Collaborative Development of Expertise in Teaching, Learning, and Leadership. It is aligned with standards recommended by the National Council on Accreditation of Teacher Education (NCATE) and Georgia Professional Standards Commission. The Council for Exceptional Children (CEC) and National Teachers of English to Speakers of Other Languages (TESOL) standards are reflected in the program's concentration courses.
COMMON CORE COURSES IN DISTRIBUTED LEADERSHIP
TOTAL: 27 Semester Hours
EDL 8000 Foundations of Distributed Leadership for Learning
EDUC 8100 Advanced Study of Learning
EDUC 8300 Intercultural Communication and Global Learning
EDRS 8000 Applied Quantitative & Qualitative Research
EDL 8100 Critical Issues in School Transformation
EDRS 8900 Applied Field Research
EDRS 9100 Advanced Qualitative Research Methods
EDRS 9200 Advanced Quantitative Research Methods
EDUC 9800 Doctoral Seminar
INCLUSIVE EDUCATION CORE COURSES
TOTAL: 12 Semester Hours
INED 8310 Inclusive Policies & Practices in Special Education
INED 8315 Supervision, Mentoring, and Collegial Coaching in Special Education
INED 8340 Planning, Implementing, & Assessing Instruction for Diverse Learners
INED 8350 Increasing Achievement of Diverse Learners through Practical Application
INCLUSIVE EDUCATION ELECTIVES
TOTAL: 15 Semester Hours from the following
INED 8305 Critical Issues in Administering Special Education Programs
INED8320 Special Educartion Administrative Internship
INED 8325 Creating Culturally Responsive Schools
INED 8330 Creating Culturally Responsive Classrooms
EDRD 8360 Literacy Instruction for English Language Learners
EDRD 8365 Literacy Instruction for Students with Disabilities
INED 9300 Critical Issues in Student Learning
INED 9900 Doctoral Directed Study
GUIDED ELECTIVES
TOTAL: 12 Semester Hours
Candidates will use guided electives to expand their breadth of their course work and expertise beyond that specialty area of their concentration or to delve deeply into timely critical issues through in-depth scholarship in directed study or special topics courses for the purpose of increasing their leadership potential and career opportunities in schools. Candidates may use guided electives to broaden their knowledge of goals by selecting international and multicultural opportunities for study or to seek additional endorsements and deepen their expertise in high need areas such as ESOL and reading. Candidates may select these hours with the approval for their concentration advisor and Ed.D. coordinator.
DISSERTATION
TOTAL: 9 Semester Hours
The Dissertation will follow commonly accepted standards in doctorial education for structure, format, sophistication, and creative contribution, within a field-based problem-solving focus on significant applied research that improves schools and student learning through planned and sustainable change. The prospectus as well as the final product of the candidate's dissertation research will be defended and judged in relation to the program's 8 Performance Outcomes, many of which should have been advanced substantially by the dissertation experience. The Ed.D. dissertation is expected to make a creative contribution to advancing the practice of educators and the applied professional literature of the field of education.
TOTAL: 75 SEMESTER HOURS
For more information you may contact
the Office of Graduate Programs in Education at
770-423-6043 or send us an email.
We are located in Kennesaw Hall Room 3026.
For additional information on certification, please e-mail Kelli Oxford koxford@kennesaw.edu, Certification officer in the Teacher Education Advisement Center at KSU.
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