Educational Psychology is the application of the discipline of psychology to education, encompassing the scientific study of human learning and learning processes. Study of the learner, learning and teaching from cognitive, behavioral and social perspectives substantially informs educational practice, necessitating its inclusion as an essential component within education training. In this course, students study major psychological theories, developmental frameworks and motivational principles as they relate to learning, discerning the corresponding implications for effective learning environments and classroom practice to promote the success of all learners in the 21st century learning environments.

This course introduces learners to the epistemological foundations of educational research and the major paradigms while highlighting the importance of ethical considerations. The course provides the learners with the skills to become critical consumers of research and addresses the basic ethical and planning requirements for conducting educational research. Qualitative, quantitative, and mixed method designs will be presented and discussed while providing opportunities to critically reflect on the adequacy of each approach to answer particular research questions. Action research will be covered, especially in relation to it relevance to school contexts and ability to enable leaders to make informed decisions. The overall research process will be addressed, and learners will apply the principles covered through reviewing and critiquing research articles and preparing a small-scale literature review and specifying the corresponding research question.

The course explores human diversity and provides application of best practice in special and inclusive education services, within national and international cultural contexts. Characteristics including cognitive, physical, social, and emotional needs are addressed while examining a range of abilities and disabilities. Societal attitudes towards diversity are analyzed within a theoretical framework, and implications for people with diverse learning needs are critically examined.

This course presents an overview of general approaches to qualitative and quantitative data analysis. Students are introduced to descriptive and basic inferential statistics with the aim of allowing them to conduct appropriate analyses in their future practitioner research projects and interpret findings meaningfully. Students work with qualitative data analysis to identify common themes and patterns to inform their work as leaders in the field. Furthermore, the course provides students with the necessary skills and competencies to critically evaluate educational research findings and their implications to practice.

Within a framework of national and international education reforms, this course critically analyzes philosophical perspectives on curriculum evolution and development. Students compare and contrast international curriculum initiatives as a basis for analysis and evaluation of issues in the current scope and sequence of K-12 curriculum in the UAE. Curriculum and learning theory are utilized to design unit plans appropriate for 21st century learning environments.

The course focuses on the integration of key insights from research and practice addressing theories of pedagogy and andragogy, the effective use of a variety of technologies in the classroom and facilitating meaningful learning in technology-enhanced and technology-rich environments. It explores the wider meaning of technology as “tools to enhance human capabilities” with hands-on experience in the use of technology. More specifically, the course provides a solid understanding about the fundamentals of Educational Technology, media design, and instructional design theories. Tools to promote higher-order thinking skills, collaboration, creativity, and communication for the benefit of teaching and learning will be investigated. The course will also address ethical, cultural, and privacy issues related to technology integration. Finally, the course will provide the students with the chance to have a hands-on experience in designing and developing technology enhanced instructional modules.

In this course, candidates will examine the multiple purposes of assessment within national and international educational contexts and will analyze how they impact student learning. Principles of assessment will be critically analyzed and theoretical perspectives that support various assessment approaches will be explored. Candidates will explore a range of evidence-based assessment methods and will develop and implement their own classroom assessments. Further, the use of technology in the assessment and evaluation process will be critiqued.

This course provides experienced educators with techniques to advance their professional teaching expertise to lead and manage culturally, physically, and psychologically sensitive learning environments. Classroom management approaches and associated strategies are introduced and critiqued according to research merit. In addition, students learn to design innovative classroom management strategies that can provide optimal use of materials in the learning environment and encouraging classroom discipline.

To develop autonomy in student learners, the classrooms of the 21st century may access information for remaking and contextualization of new knowledge rather than the transmission of information to be remembered. Educator preparation for this environment requires additional tools, flexible perspectives, and educational research skills.

This course focuses on advanced use of contemporary technologies while building on the Educational Technology and Instructional Design (TCL 624) course. It explores the various instructional delivery models that emerged as a result of the continuous advancements in digital and mobile technologies while focusing on research findings and their implications for teachers and instructional designers. Up-to-date approaches to program and course delivery will be discussed in detail such as learning management systems, blended-learning models, mobile learning platforms, and massive online learning courses. Finally, the course will provide the students with the opportunity to further develop the technology-enhanced instructional modules they created in TCL 624, where the objective will be to create an alternative delivery model that moves beyond the scope of the brick and mortar classroom.

This course focuses on principles and models of inclusion and applications to general education settings. It addresses current international and national policies and practice with the aim of developing students’ knowledge base and skills regarding inclusive education. The course applies instructional planning, assessment, accommodation strategies and curriculum modification towards developing individualized educational plans to include students with differing needs. Consideration is given to students at risk including those with learning difficulties and various disabilities and impairments. Additionally, there is a focus on students with exceptional abilities. Students are provided with strategies to implement collaborative and supportive initiatives with schools, professional groups, families and the UAE community.

This course focuses on strategies and processes for building schools as Professional Learning Communities (PLC). It studies education systems and schools as learning organizations and explores the skills and abilities that effective learning communities possess. The course includes a critical analysis of theories and models of organizational development. Further the students will analyze how attitudes, beliefs and perceptions of key stakeholders impact the effectiveness of the PLC and the role of the teacher in such a learning environment.

In this course, candidates will build on knowledge and expertise acquired in previous courses. They will apply basic inquiry and research skills through planning and implementing a self-selected Practitioner Inquiry project relevant to education in the region. Candidates will have hands-on experience in knowledge dissemination through reporting their findings and presenting them in a conference poster presentation format.