Lewis & Clark Moodle

Overview and application of qualitative research, methods. Through course readings, discussion, and, practical application, candidates explore: (1), different approaches in qualitative research and, epistemologies and common theoretical perspectives, that undergird qualitative inquiry, and (2), various methods and techniques for gathering,, interpreting, and making meaning of in-depth and, rich information about things as they occur in, their natural settings. Candidates gain the skills, necessary to review and critique qualitative, research and to design and undertake their own, qualitative research.

Introduction to the major schools of thought

regarding group therapy and the common factors

associated with positive outcomes. Covers group

dynamics, obstacles to success in group therapy,

and the stages of group process. Role-playing,

outside group membership, and demonstrations

illustrate principles of effective group

leadership.

Direct instruction and support for the process of
preparing a thesis and/or other research or grant
proposals. Includes both a colloquium and
individual consultations with a thesis chair (or,
if not writing a thesis, another faculty member).
The colloquium will focus on the refinement of
research questions, the specifics of research
design, and the Human Subjects in Research
application process. Consultations with thesis
committee chair or other faculty member will focus
on the development of a manuscript that clearly
details the purpose of the research, summarizes
relevant literature, and identifies the proposed
design and methodology for the research project.

Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.

This foundational course is designed to introduce
the theories, practices, core responsibilities,
and issues associated with leadership and social
justice in educational organizations. Aspiring
principals and other educational practitioners
move toward acquiring and affirming requisites and
capacities to engage in social justice praxis
(critical reflection and action) towards improving
conditions and culture in schools in authentic and
collaborative ways. Candidates learn about
instructional, organizational, community, ethical,
and sociopolitical functions of leadership. Using
research and reflection, candidates analyze and
clarify internal and external conceptions of and
attitudes toward leadership at the intersection of
social injustice including but not limited to:
systemic racism, whiteness as privilege and power,
gender and class biases, ableism, and deficit
minded decision-making to guide them in leadership
work.