Hamline School of EducationMS-A1720Hamline University1536 Hewitt AvenueSaint Paul, MN 55104
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The EdD curriculum combines a thematic framework with Hamline’s professional education conceptual framework. The indicators in each of the four conceptual framework categories are EdD learning goals. The eight themes are interwoven throughout the curriculum and reflect a deliberate design to unite key learning concepts. EdD students have the opportunity to revisit them during their study, exploring changing emphases and deepening understanding.
Promote Equity in Schools and Society
Build Communities of Teachers and Learners
Practice Thoughtful Inquiry and Reflection
Theme 1- Building CommunityBuilding community is essential to the educational process. The quality of learning is dependent on the quality of the community in which it takes place—that is, the community co-constructed by the participants. The individuals within a community determine the covenants that guide the processes, and evaluate the efficacy of the community in relation to attaining individual and group goals.Theme 2- Constructivism/Constructing KnowledgeConstructivism is a theory of knowing and understanding that guides individual and group learning. Participants actively construct new categories of understanding and meaning by representing and reconstructing previous knowledge and experience. Engagement in constructivist dialogue leads to the examination of personal and professional values and schemas and to the alignment of theory and practice with current cognitive research.Theme 3- Language/CommunicationThe development of strong language skills enables effective learning and understanding in a diverse world. Language operates in cultural communities, and its nature varies according to the age, ethnicity, gender, economic status, social status, education, and geographic location of the users. Language—verbal and nonverbal—has oral, visual, and written components, varying according to its purpose.
Theme 4- Child-Adult DevelopmentThe child-adult development theme reminds us that human beings are active, open, self-regulating systems. Lifespan human development depends upon many factors: physical and psychological maturation; personal learning from experience; social construction of knowledge; and integration of being and meaning. Theme 5- TechnologyTechnology can assist in the active construction of knowledge by enabling learners to personalize and internalize ideas, solve problems, generalize and synthesize knowledge, and extend skills and concepts across different contexts. Information-age technology can provide us with powerful communication, visualization, and analytical tools. Theme 6- LeadershipLeadership is an influence relationship that is contextual, reciprocal, and multidirectional. Effective leadership—reflective, ethical, and democratic—concentrates on the centrality of learning and teaching, on building capacity of individuals, and on improving processes, programs, and systems. From this perspective, every individual is a leader and a follower. Theme 7- InquiryInquiry is a problem-posing and problem-solving process. It enables us to identify authentic questions, to discover resources, to plan and implement solutions, and to construct new knowledge. Deep inquiry leads to careful analysis of issues and the synthesis of new policy and practice. Theme 8- Assessment Assessment can satisfy many needs: provide diagnostic feedback, set standards, evaluate and communicate progress. Assessment of learning is a complex and often controversial issue that challenges professionals to be familiar with many forms of assessment and the political-cultural ways in which they are used.
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