Instructional Practice

This course will provide candidates with an introduction to different types of quantitative research methods and statistical techniques. The course will be divided into two sections: 1) methods for quantitative research and, 2) quantitative statistical techniques for analyzing data. The course begins with a focus on defining research problems, theory testing, data identification and classification, causal inference, and designing research instruments. Then, the class will explore a range of statistical techniques and methods that are available for empirical research. Candidates will work in teams to explore research methods that may be applicable to their individual dissertation including: Primary and Secondary Data Analysis, Sampling, Survey Design, and Experimental Designs. Topics in quantitative techniques include Descriptive and Inferential statistics. Emphasis is placed on practical usage of quantitative methods and the acquisition of sufficient theoretical knowledge needed for data interpretation.

This course focuses on the application of advanced qualitative research methods. Course topics may be related to data collection (e.g., interviews, focus-groups, observations, field logs, document analysis), sampling (e.g., maximum variation, snowball, convenience, quota), validity (e.g., member checks, intercoder reliability, auditing, bracketing, triangulation), and other important topics (e.g., rapport, ethical considerations, epistemology, ontology, coding techniques). Emphasis is placed on practical usage of qualitative methods and sufficient theoretical knowledge needed for data interpretation.

This course is designed to provide a springboard from which candidates will successfully plan, write, defend, and complete an EdD dissertation. The instructor will guide candidates through the construction of research questions, the theoretical framework, and the problem statement sections of their dissertations. The instructor will also teach candidates dissertation format standards, psychological and time management demands, committee formation, Institutional Review Board (IRB) process, and project management.

This course examines the moral and professional responsibilities of educators and school leaders in contemporary educational settings. By analyzing real-world scenarios, case studies, and relevant literature, candidates explore principles that guide sound educational decision-making. Topics include leadership integrity, professional conduct, values in practice, and navigating complex situations with accountability and care. Participants reflect on how their personal beliefs and institutional expectations influence their decision-making processes. Presentations by educational professionals and community leaders may supplement course content with practical insights. Emphasis is placed on developing a clear leadership stance grounded in responsibility, transparency, and service to students and the school community. 

Learning is in every component of the human experience. Understanding how adults learn and apply expertise to practical everyday situations provides the student opportunities to broaden understandings regarding the capacity of the human mind, what motivates learning and as future leaders, empowers others. This course introduces students to the theory and practice of adult education emphasizing those theories, models, and principles applied to the workplace and other adult learning venues. Students will explore adult learning in different contexts and become acquainted with the main debate as well as the philosophies and methodologies utilized within adult education.

In this course, candidates will be able to use the knowledge and methods learned in EDEC 751, EDEC 752, and EDEC 755 to examine the research methods and trends related to Curriculum and Instruction. Candidates will be able to engage with literature to learn more about research trends, methods, and issues related to curriculum and instruction.

This course is designed for candidates to attain expertise in sophisticated areas of educational law. Though the course will involve a legal overview/review, it will allow candidates to develop areas which they believe would be of practical, professional use.

This course is designed to provide candidates with directed experience in critical inquiry and research design and to prepare students for the type of research/scholarship that will be expected of them in their professional careers. This course is offered within each of the program's five concentrations to assist candidates in the design, development, and production of their dissertations.

The purpose of this course is to provide students with intense training in the tools, and strategies needed to conduct reliable, valid, and relevant research.

This independent study supports doctoral candidates actively engaged in the dissertation process, including literature review, research design, proposal development, data collection, analysis, and data reporting. Under faculty guidance, candidates received individualized feedback to refine research questions, develop a theoretical or conceptual framework, and select appropriate methodology. Further, faculty help prepare candidates for LMU Institutional Review Board (IRB) approval, implementation of data collection procedures, and analysis and interpretation of findings. Throughout this course, candidates will make substantial progress toward the completion of a rigorous dissertation. Credits 9-12.

This is a masters-level course that provides education candidates with an overview of the historical, legal, and foundational characteristics of the American education system. Candidates will examine the basic legal and ethical issues in education and includes a survey of case law dealing with the rights, obligations, and responsibilities of educators. Through critical analysis and evaluation, students will develop the skills needed to engage in informed discussions about the future of education in America.

This course examines research methodologies and basic statistical approaches. Research skills including but not limited to information retrieval, critical evaluation, report organization, and statistical methodology are developed and reflected in formal research proposals related to improved literacy instructional practices. Core requirement for M.Ed. candidates.

This course provides a foundational understanding of content and pedagogical knowledge of literacy instruction, the progression of literacy development, and the cultivation of a literacy-rich learning environment that is responsive to all learners. Emphasis is given to foundational and disciplinary literacy and the use of evidence-based practices and scaffolds and supports matched to individual students’ strengths and needs while maintaining grade-appropriate rigor and alignment to Tennessee Academic Standards.

This is the companion practicum for EDUC-609. Candidates will design a professional development project for teachers and staff related to literacy. Co-requisite: EDUC 609.

This course explores the action research model and will culminate in a scholarly written project designed to empower leaders to improve educational practice and to produce environments more conducive to learning. Candidates will construct a problem statement and work through the methodology of reviewing literature, choosing participants, gathering data, and analyzing results. Candidates will draw conclusions and create recommendations based on their problem statement.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

This course focuses on developing a culture and climate of school improvement. Emphasis will be placed on setting a strategic direction for school improvement, organizational alignment, data collection, and analysis. Ed.S. core requirement.

This course provides Educational Specialist candidates a foundation in the federal legal and ethical issues in education. A survey of case laws dealing with the rights, obligations, and responsibilities of teachers, administrators, and counselors. Topics include law of education, ethics, and legal decision making in education; children with disabilities (IDEA) and 504; the federal court system; Title IX; and law, ethics, and the educational leadership connection. 

This course provides a foundation for improvement in educational programs within the school and district. Candidates will frame their research around the TILS standards, the Leadership Literacy standards, and High-Level Practices. Focusing on leadership within a school, candidates will become familiar with making decisions regarding the changes taking place in the educational setting, strengthening and maintaining interpersonal relationships with stakeholders, and leading in an ethical and equitable way to improve the educational environment making it more conducive to learning.

This course explores research-based best practices to increase student achievement for all learners. Candidates will become familiar with strategies that incorporate a range of responsive frameworks that will help all students make connections in the classroom. In addition, candidates will establish the key concepts needed for a school improvement plan that embraces best practices and evaluate the plan through the lens of the school leader. The relevant topics of students in poverty, cultural and social groups within the classroom, English language learners, and special needs learners will be incorporated into the discussions and assignments to further the candidate’s knowledge of meeting the needs of all learners. 

This is the companion practicum for IP 610 Differentiated Instruction Strategies for All Learners. Candidates in this course will examine school-level data that is associated with the adherence to research-based best practices. Using the data, candidates will identify achievement gaps within populations in the school and design research-based interventions. Instructional strategies and techniques will be evaluated in light of equitable teaching for all learners, with an emphasis on literacy instruction. Candidates will focus on the school leader’s role in establishing a plan of action for school improvement.

This course examines instructional design models and innovative practices used to improve teaching and learning in educational settings. Emphasis is placed on systematic design, learner analysis, alignment of objectives, instruction, and assessment, and the application of research-based instructional design frameworks. Candidates will analyze, design, and evaluate instructional solutions for real-world educational problems using multiple instructional design models.

Candidates in this course interpret and apply current special education policy and law to practice, as professional and ethical educational leaders and advocates for students with disabilities.