EDUCATION
(ED) {EDUC}
Undergraduate Courses
Undergraduate students may not take intersession courses for
credit.
General Education Courses
200. (JWST200) Teaching Jewish Texts. (M) Reiss-Medwed.
SM 202. (URBS202) Urban Education. (B) Distribution Course in Society. Class
of 2009 & prior only. Portnoy, Gold.
235. (GSOC235) Psychology of Women.
(C) Olson.
Critical analyses of the psychological theories of female
development, and introduction to feminist scholarship
on gender development and sexuality.
240. (AMCV240, URBS240) Education
in American Culture. (C) Staff.
This course explores the relationships between forms of cultural
production and transmission (schooling, family and
community socialization, peer group subcultures and
media representations) and relations of inequality
in American society. Working with a broad definition
of
"education" as varied forms of social learning, we will concentrate
particularly on the cultural processes that produce as well as potentially
transform class, race, ethnic and gender differences and identities. From
this vantage point, we will then consider the role that schools can and/or
should play in challenging inequalities in America.
241. Educational Psychology. (C) Monahan. Prerequisite(s): Introduction
to Psych or equivalent.
Current issues and research, stressing implications for educational
practice. Topics include: behavioral analysis, methods,
curriculum objectives, intelligence tests, headstart
programs, etc. Field experience in schools is
often included.
250. Observing Children. (C) Staff.
This course is about looking at elementary school classrooms
and understanding children's experiences of school
from a variety of perspectives, and from a variety
of theoretical and methodological lenses from which
the student can interpret children's educational experiences. This
course is about developing the skills of observation,
reflection, and analysis and to begin to examine some
implications for curriculum, teaching and schooling. This
course requires you to spend time in an elementary
school classroom.
SM 323. (URBS323) Tutoring School:
Theory and Practice. (A) Staff.
This course represents an opportunity for students to participate
in academically-based community service involving tutoring
in a West Phila. public school. This course will
serve a need for those students who are already tutoring
through the West Phila.Tutoring Project or other campus
tutoring. It will also be available to individuals
who are interested in tutoring for the first time.
345. (GSOC344) Psychology of Personal
Growth. (C) Staff.
Intellectual, emotional and behavioral development in the
college years. Illustrative topics: developing intellectual
and social competence; developing personal and career
goals; managing interpersonal relationships; values
and behavior. Recommended for submatriculation
in Psychological Services Master's Degree program.
360. Human Development. (C) Staff.
A life-span (infancy to adulthood) approach to development. Topics
include: biological, physical, social and cognitive
basis of development. Films and guest speakers
are often included.
Elementary Education
414. Children's Literature. (A) Staff.
Theoretical and practical aspects of the study of literature
for children. Students develop both wide familiarity
with children's books, and understanding of how children's
literature fits into the elementary school curriculum.
417. Reading/Language Arts in the
Elementary School. (A) Prerequisite(s):
EDUC 316, 317. Corequisite(s): EDUC 419, 420. This
course is open only to students officially admitted
to the program for preparation of elementary school
teachers.
Second of a two-part course (see EDUC 317). The course
focuses on the reading process, using literature in
the reading curriculum, language and cultural difference
in the classroom, and evaluating reading/language arts
programs and progress. Students design and carry
out reading lessons and units, conduct informal reading
assessments, and participate in in-class seminars.
418. Teaching and Learning Mathematics
in Elementary Schools. (A) Staff.
Students participating in this course will explore definitions
of mathematics, theories of children's mathematical
learning, and issues of reform in mathematics education
through consideration of relevant content areas such
as numeration, rational number operations, geometry,
and probability and statistics.
421. (ENVS421) Science in Elementary
and Middle Schools. (B) Staff.
An intensive approach to current methods, curricula, and trends
in teaching science as basic learning, K-8. "Hands-on"
activities based on cogent, current philosophical and
psychological theories including: S/T/S and gender issues. Focus
on skill development in critical thinking. Content
areas: living things, the physical universe, and interacting
ecosystems.
FPE - Foundations and Practices of
Education
463. (HIST463) The History of American
Education. (B) Katz.
This course is a survey of the relationships between education
and the history of American society. The emphasis
will be on social history: the interrelations between
education and social structure, demography, economic
development, family patterns, reform movements, and
other institutions.
SM 501. Community Partnerships in
Visual Arts & Education. Epstein.
This course will connect students with artists from the 40th
Street Artist-in-Residence (AIR) program, which provides
free studio space and in exchange asks residents to
share their talents with the local community.
This course is designated as an Academic-based Service
Learning (ABCS) class, meaning that students will be
evaluated partly on their work in the community outreach
situation.
502. (GSOC430) Communication, Culture
and Sexual Minorities. (C) Staff.
An examination of the role of cultural institutions in shaping
the images and self-images of homosexuals in Western
culture.
Because of their "invisibility," sexual minorities
provide a unique example of the role of cultural stereotypes
of socialization and identity shaping and can thus illuminate
these basic communication processes.
Definitions and images to be analyzed (within a historical
and cross-cultural context) are drawn from religious,
medical, and social scientific sources, as well as elite
and popular culture.
SM 506. (SOCI430, URBS408, URBS508)
Structure, Function, and Leadership in Organizations.
(B) Staff.
This course will examine the work of groups external to school
districts that both support education professionals
and challenge schools and school systems to meet the
needs of children from low-income, often racially,
ethnically or linguistically minority families. These
groups are challenging the predominant school reform
paradigm that looks to education professionals as the
sole drivers of change. The course will introduce
the theories behind different models of school/parent/community
relationships and discuss the importance of civic capacity
to school reform. Guest speakers, in addition
to field observations, will bring the different models
of parent/school/community relationships to life in
the Philadelphia school reform context.
508. Managing People. (C) Dwyer.
Professionals in organizations spend much, and often all of
their time, attempting to influence others--subordinates,
peers, superiors, clients, boards, owners, regulators,
pressure groups, media and others.
This course presents an approach to human influence,
based on the relationships among values, perceptions,
and behaviors.
513. Development of the Young Child.
(D) Goodman.
This course will blend an explanatory and descriptive account
of behavioral evolution over the yearly years of life. After
a review of "grand" developmental theory
and the major themes of child change (from images to
representation; from dependence to independence; from
instinctual to social beings), this course will survey
the child's passage from infancy through the early
school years. While the emphasis will be on the
nature of the child--what she/he sees, feels, thinks,
fantasizes, wants and loves--these realities will be
understood in terms of developmental theory. At
each stage, the course will review the development
of cognition, personal identity, socialization, and
morality in pluralistic contexts.
515. Field Seminar (Elementary
& Secondary Education). Staff.
Students teach throughout the year under supervision.
Group conferences and regular seminars are held with
supervisors from the Graduate School of Education. Open
only to interns.
518. Authority, Freedom, and Disciplinary
Policies. (B) Goodman.
The course concentrates on the nature and justification of
discipline. In particular, we focus on how discipline
becomes the expression of twin but conflicting premises
of education: that children should be encouraged to
develop their critical intellectual capacities and
autonomous decision-making -- read freedom; that these
ends cannot be achieved without the direction and control
of teachers -- read authority.
Students read classical
works on freedom and authority (John Stuart Mill, Isaiah
Berlin, Emile Durkheim, John Dewey, C.S.Lewis) as well
as more contemporary ones.
In class we look at video clips of different practices
and discuss readings. Every student selects one
type of disciplinary approach to study in detail, inclusive
of on-site visits. The seminar paper covers the
source and nature of the school's commitments, its theory
of authority and freedom (implicit and explicit), illustrations
of how commitments are expressed (including discipline
practices), and the student's reflections.
520. Literacy in Elementary Schools. Schultz. Prerequisite(s): Admission
to fulltime MS in Education and elementary certification
program for liberal arts graduates.
Methods and materials for teaching areas of elementary and
middle school curriculum from kindergarten through
sixth grade; related fieldwork in schools of different
organizational plans.
521. Science in Elementary/Middle
Schools. Staff.
An intensive approach to current methods, curricula, and trends
in teaching science as basic learning, K-8. "Hands-on"
activities based on cogent, current, philosophical and
psychological theories including: S/T/S and gender issues. Focus
on skill development in critical thinking. Content
areas: living things, the physical universe, and interacting
ecosystems.
523. Social Studies in the Elementary
and Middle Schools. Staff.
The purpose of this course is to assist teachers in elementary
education to help children learn about their social,
political, economic, historic, cultural and geographical
world in which they live now and in the future as informed,
intelligent citizens of the Republic. We will
read and discuss a variety of important texts in American
education; develop appropriate curriculum materials;
examine critical issues of class, gender, race and
equity; and foster experienced based learning activities
appropriate for the younger student.
529. Organizational Learning and
Education. (B) Supovitz.
This course is an exploration of the theory, research, and
practice of how individuals learn within organizational
contexts and how organizations themselves may learn,
as well as the social, cultural, and organizational
forces that influence this process.
530. (MGMT530) Human Resource Management. (B) Staff.
531. Mathematics in the Elementary
and Middle Schools. Remillard.
Students participating in this course will explore definitions
of mathematics, theories of children's mathematical
learning, and issues of reform in mathematics education
through consideration of relevant content areas such
as numeration, rational number operations, geometry,
and probability and statistics. Discussion and
written assignments will be closely related to classroom
fieldwork.
532. School Law. (L) Goldberg.
This course examines federal and state court cases, statues
and regulations which affect students, teachers, administrators
and other community members involved with schools. There
is a special emphasis on developing conflict resolution
techniques, including negotiation and mediation, so
that legally based disputes are resolved by building
relationships rather than adversarial methods, such
as litigation.
L/R 536. The Teaching & Learning
of Chemistry. (E) Staff.
Prerequisite(s): Undergrad major or minor in Science.
This course will examine issues associated with curriculum
planning and enactment. In addition, the teachers
will learn how to undertake action research in their
own classrooms so that they can learn from their professional
practices. The key topics to be addressed in
this introductory course will include: national, state
and local standards; curricular resources; models for
learning chemistry; social constructivism and communities
of practice; safety, equipment and storage; equity
and culturally relevant pedagogy; building canonical
ideas from laboratories and demonstrations; understanding
chemistry at macroscopic, microscopic and symbolic
levels; social interaction; analogues, models and concepts
maps; uses of interactive technologies to promote understanding
of chemistry; connecting chemistry to science and technology;
alternative assessment of learning; involving the home
and community in the learning of chemistry; international
perspectives on the teaching and learning of chemistry
in urban areas.
544. School and Society in America.
(C) Staff.
This course reviews the major empirical and theoretical research
from the social history, and social theory on the development,
organization and governance of American education,
and the relationship between schooling and the principal
institutions and social structures of American society.
547. (AFRC547, ANTH547, FOLK527,
URBS547) Anthropology and Education. (C) Hall.
An introduction to the intent, approach, and contribution
of anthropology to the study of socialization and schooling
in cross-cultural perspective. Education is examined
in traditional, colonial, and complex industrial societies.
550. Educational and Social Entrepreneurship. Staff.
This course provides an understanding of the nature of entrepreneurship
related to public/private/for profit and non-profit
educational and social organizations. The course
focuses on issues of management, strategies and financing
of early stage entrepreneurial ventures, and on entrepreneurship
in established educational organizations.
554. Teaching & Learning in
Urban Contexts. Staff.
The purpose of this course is to assist you in becoming an
effective teacher. To that end we will collectively
and collaboratively explore those issues, activities
and experiences that, taken together, help you along
this demanding journey. Worthwhile learning for
teachers and their students is always about possibilities
and potential. To reach that potential as a teacher/learner
we will read a wide selection of important texts to
gain a critical (intellectual and personal) understanding
of American Secondary education. We will examine
the complexity of the teacher's role, a familiarity
with the recent historical context, and learn to cope
with major contradictions in the purpose and processes
of schooling. We will examine issues of class,
sex, race and social and scientific bias, and consider
appropriate strategies and goals for democratic educators.
555. Advanced Field Seminar (Elementary & Secondary
Education).
Students will work with an experienced teacher in an urban
or suburban elementary or secondary schools for a minimum
of 150 hours.
Supervision by program staff will be provided.
564. Moral Values and the Schools.
(B) Goodman.
This course explores whether, and if so, how
"values" should be taught in the schools by addressing the following
questions: What is unique about the domain of values? Is there, or should
there be, a corpus of shared personal and social values? What are the
sources of values and how are they transmitted across generations? If
schools teach values, how do they address the problems associated with specific
codes? The problems of the absence of codes? The tensions between
fidelity to personal beliefs and to values of compromise, tolerance and cultural
pluralism?
570. Technology and Learning Environments.
(C) Staff.
The course explores the ways in which computers and information
technologies make possible new learning environments
and the ideas about learning that shape their design. Computer-based
educational applications in several domains are run
and critically analyzed. Students will gain experience
with how learning environments are designed and built.
576. (PHIL249, GSOC249) The Social & Political
Philosophy of Education. (A) Detlefsen, K.
Is the purpose of education to allow individuals to better
themselves by pursuing personal tastes and interests,
or should education be primarily aimed at creating
good citizens or good members of a group? Is
there a way of reconciling these two aims? Assuming
that adult relations with children are inherently paternalistic,
is it possible for children to be educated for future
autonomy to pursue major life goals free from such
paternalistic control; and if so, how? How much,
if any control over education can be allocated to the
state, even when this conflicts with the educational
goals parents have for their children? Such questions
are especially relevant in multicultural or pluralistic
societies in which some groups within a liberal state
are non-liberal. Should a liberal democratic
state intervene in education to ensure the development
of children's personal autonomy, or must toleration
of non-liberal groups prevail even at the expense of
children's autonomy?
577. Social Foundations of American
Education. (B) Staff.
This course focuses on delineating the complex links between
schooling, social structure, and culture, identifying
the dynamics of educational change and examining the
distinctive social and cultural processes that occur
within schools and the outcomes of these processes. The
course is interdisciplinary, drawing upon social history,
anthropology, and sociology.
588. Modes of Inquiry in Education.
(A) Dwyer.
This course introduces students to the range of research approaches
represented among the faculty of GSE, giving a basic
understanding of the goals, methods, and concerns of
each approach. In addition, it introduces and
explores fundamental issues concerning inquiry--both
humanistic and scientific--which affect the general
research community and which are pertinent to educational
inquiry in particular.
590. (GSOC590) Gender &
Education (ELD). (B) Schultz,
K.
This course is designed to provide an overview of the major
discussions and debates in the area of gender and education. While
the intersections of gender, race, class, ethnicity,
and sexuality are emphasized throughout this course,
the focus of the research we will read is on gender
and education in English-speaking countries. We
will examine theoretical frameworks of gender and use
these to read popular literature, examine teaching
practices and teachers with respect to gender, using
case studies to investigate the topics.
602. (ANTH606) Youth Cultural Formations.
(B) Lukose.
This course explores anthropological perspectives on peer-based
youth cultures. It explores how educational institutions,
media (fashion, music, magazines), and states shape
youth cultures in cross-cultural contexts through social
processes such as capitalism, nationalism, and increasing
globalization. The course emphasizes ethnographies
and histories which explore the relationship of these
wider social processes to the lived realities of young
people, situated in class, gender, national and race-specific
contexts.
609. Counseling for Educators.
(B) Kuriloff.
The purpose of this course is to help professional educators
develop an understanding of the major issues involved
in trying to help others. To accomplish this,
it examines various counseling theories and explores
their relevance for working with students and parents
as they confront normal issues of learning and development. Through
observation, skill building, and practice in natural
settings, students will have the opportunity to develop
their own grounded theory of helping.
611. Education, Development, and
Globalization. (B) Lukose.
This course will explore contemporary issues in international
education. The emphasis will be on exploring
an emergent body of literature on contemporary processes
of globalization in the field of education. The
course has a double goal: 1) to provide theoretical
frameworks and historical perspectives in order to
develop an adequate understanding of 'globalization',
and 2) to explore the relevance and impact of globalization
as a framework for understanding educational processes
in comparative and international contexts.
616. Teaching and Learning. (A) Staff. Prerequisite(s): Permission
of instructor.
The course explores theoretical and empirical perspectives
on the questions: What is knowledge and knowing? What
is learning?
What is teaching? How do contexts influence teaching,
knowing, and learning? A central goal of the course
is to encourage students to consider these questions
and their interconnections for themselves, to examine
ways scholars and practitioners have answered them, a
nd to develop an analytical framework to use in examining
contemporary practices in settings that include formal
and informal, urban and international.
618. Leadership in Educational
Institutions. (B) Kuriloff.
How can students become effective, visionary educational leaders? Are
leaders made or born? What is the relationship
between leadership and followership? To find answers,
students read, observe a practicing leader, examine
their own assumptions, assess their strengths and weaknesses
as leaders and create a developmental plan to improve
their competencies.
619. (URBS619) Critical Perspectives
in Contemporary Urban Education. Schultz.
The focus of this course is the conditions for teaching and
learning in urban public schools, current theories
of pedagogy in urban education, and perspectives on
urban reform efforts.
621. Proseminar in Professional
Education. (C) Staff.
An integrative seminar that will provide an opportunity to
reflect, orally and in writing, on the issues of quality,
stability, and change in teaching, curriculum and school
organization, toward the aim of fundamental reform
in educational practice.
627. Teaching in the Middle and
Secondary Schools. Staff.
This course will examine the latest approaches in planning,
implementing and evaluating methods for teaching foreign
languages, science, mathematics and social studies
in middle and secondary schools.
630. Curriculum Theory &
Foundations. Staff.
Helps students understand the ways that theory can inform
and guide practice. It explores how curriculum theories
can lead to the development of richer, more effective
curricular models. Placing emerging, as well
as extant theories within their social/political contexts,
this course enables educators to apply multiple lenses
for examining, choosing and constructing theories and
frameworks suitable to their fields.
L/R 636. Advanced Topics in the Teaching & Learning
of Chemistry. (E) Staff. Prerequisite(s): Major or minor in Science.
The course will feature research undertaken in the classes
of participants. The initial course was designed to
examine what was happening and to build understandings
about why the teaching and learning of chemistry occurred
as it did within the participants' schools, clusters
and school districts. This course is intended
to develop a cadre of teacher leaders in chemistry. The
curriculum will address the particular needs of the
students and the standards of the school district. The
goal is to implement a curriculum that will lead to
substantial improvement in the achievement of high
school students. The students will identify from
the literature the best practices that are likely to
be salient in the conditions in which they teach and
adopt these in an effort to attain rigorous standards. They
will explore their roles within the school and district
as agents of systemic reform and will endeavor to build
a local community to sustain high quality teaching
and learning.
638. The American High School.
(B) Puckett.
This course looks at the role, organization and development
of the American high school throughout the twentieth
century. The contemporary structure and function
of the high school is a continuous focus for analysis
and comparison.
639. Design of Learning Environments. Bouillion.
This course examines different theoretical frames and strategies
related to the study and design of learning environments
in school, community and online contexts. Physical,
social and cognitive aspects of learning situations
are considered as students critique and later design
a learning environment for a real-world context.
643. Instructional Leadership to
Promote Learning. (A) Brody & Vissa.
Prerequisite(s): Admission to ELPAP (Educational
Leadership Program for Aspiring Principals).
This first course of Educational Leadership Program for Aspiring
Principals begins with an exploration of values and
beliefs underlying leadership in schools. Students
examine the knowledge, dispositions and performances
needed for the continuous improvement of K-12 instruction,
including those identified in the standards for school
leaders promoted by the Interstate School Leaders Licensure
Consortium (ISLLC). We study current research
in learning, teaching and assessment by focusing on
student achievement in K-12 literacy and social studies. Students
develop field inquiry projects related to these two
curricular areas as they gain insight into how effective
school leaders connect theory and practice. Coursework
includes interactive case studies, team projects, panel
presentations and guest speakers.
644. Technology-Mediated Teaching
& Learning. (B) Bouillion.
Students in this course will critically evaluate the role
of technology in education. Through a range of
inquiry projects, research analysis and hands-on experience,
students will examine the potential risks and benefits,
as well as strategies of use for technology-mediated
teaching and learning. Technologies considered will
include: skill-building software, microworld software,
visualization and modeling tools, internet search tools,
media production tools, and collaboration technologies.
645. Methods of Discourse Analysis.
(L) Wortham.
This course introduces several methodological approaches that
have been developed to do discourse analysis. The
course intends primarily to provide students with various
methodological tools for studying naturally-occurring
speech. Assignments include both reading and
weekly data analysis exercises.
646. Education, Culture &
Society. (A) Wortham.
This course surveys basic issues in the philosophical and
social foundations of education, addressing basic questions
about the purpose of education, the appropriate treatment
for children from different cultural and economic groups,
and the relationship between rigor and relevance.
Intended for incoming doctoral students.
647. Linguistic Anthropology of
Education. (B) Wortham.
This course introduces theoretical insights and empirical
approaches from contemporary linguistic anthropology
and explores how these could be used to study topics
of concern to educational researchers -- focusing on
how discourse partly constitutes culture, identity
and learning.
648. Philosophy of Education. (B) Dwyer.
Basic philosophical concepts and methods applied to educational
issues, including a survey of philosophies of education
and approaches to the development of a personal philosophy
of education.
649. Learning Across the Lifespan.
(C) Newberg.
This course explores the theoretical bases and practical implications
of life-long education. By using an interdisciplinary
approach, the course offers a broad perspective on
the opportunities for and barriers to learning which
individuals encounter over a lifetime.
Learning in this course is viewed as a process of meaning
making--that is, making sense of one's self and the values
of one's culture. Existing examples and models
of lifelong learning in various settings such as home,
school, work and community and in diverse cultures within
America and internationally will be analyzed. Current
law and institutional practice which either limits or
facilitates lifelong learning will be discussed.
Students will read widely from texts and papers representative
of these fields: education, literature, psychology, sociology
and economics.
651. Field Internship Seminar:
Inquiring into Principal Leadership for School Improvement.
(A) Holtz & Brody. Prerequisite(s):
Admission to ELPAP (Educational Leadership Program
for Aspiring Principals). Corequisite(s): EDUC 643:
Instructional Leadership to Promote Learning.
This course supports students becoming reflective practitioners. Students
develop the inquiry, communication and interpersonal
skills needed to build a purposeful collaborative learning
community for adults and students. Through inquiry
projects, students explore how effective school leaders
can use data to inform their decisions. Focused
observations provide opportunities to visit area schools
committed to school reform. Students engage in
a 90-hour on-site inernship with a current principal
observing, participating and leading school-based activities
during the school year.
652. Developing Instructional Leadership
in Practice. (B) Vissa.
Prerequisite(s): Admission to ELPAP (Educational
Leadership Program for Aspiring Principals).
This course emphasizes how to connect organizational systems
with the school's instructional missions. We
investigate how distributive leadership is a key factor
in consistent implementation of the instructional mission. The
significance of building a community of learners for
both adults and children is explored. We study
the importance of aligning, managing and evaluating
curriculum, instruction, assessment, professional development
and instructional support systems with a focus on K-12
student achievement in mathematics and science. Inquiry
into effective uses of technology, begun in the fall
term, is intensified in Spring term.
Coursework includes interactive case studies, debates.
653. Field Internship Seminar:
Inquiring into Organizational and Legal Dimensions
to Principal Leadership. (B) Mata & Brody. Prerequisite(s):
Admission to ELPAP (Educational Leadership Program
for Aspiring Principals). Corequisite(s): EDUC 652:
Developing Instructional Leadership.
Effective schools commit to the ongoing learning of children
and adults. Systems thinking provides the lens through
which students inquire into how the principal's organizational
leadership can support continuous school improvement
through attention to school climate, program coherence,
and effectiveness of instruction. We deepen our
understanding of law and policy, affecting three significant
areas -- special education, teacher evaluation and
students' rights. Students engage in 90-hour
on-site internships complemented by focused observations
in an area school. The focused observations provide
opportunities to visit schools engaged in continuous
school improvement in mathematics and science.
654. Aligning Fiscal, Human and
Community Resources in Support of the School's Instructional
Mission. (L) Brody, J. and Vissa, J. Prerequisite(s):
Admission to ELPAP (Educational Leadership Program
for Aspiring Principals).
This course focuses on the effective utilization of resources
to serve the mission of improving student achievement.
Connecting the daily decision-making of the school, including
managing budgets and funding streams, utilization of
space, use of time, scheduling and assignments of staff
and students with the school's mission is emphasized. Students
pursue an understanding of how the principal has a public
role as an advocate, catalyst, and broker in spanning
the boundaries between schools and the communities they
serve. Students develop inquiry projects to further
their knowledge of community resources, budgeting, legal
principles, school law and school district policies. The
Cumulative Portfolio is presented at the end of the course
by students seeking Principal's Certification.
657. Advanced Methods in Middle
& Secondary Education. Staff.
A critical examination of those historical and philosophical
forces that have influenced education with particular
attention to the central role of teaching. Readings,
discussion, and curriculum development projects are
content specific.
660. Qualitative Approaches to
Program Evaluation in Urban Schools. Simon & Christman. Prerequisite(s): An ethnography course
is recommended.
Students will gain a historical overview of qualitative evaluation
and an understanding of the variety of approaches within
the field. Students will learn about evaluation
techniques, research design and data analysis through
a real case example in K-12 public education.
Students will prepare journal entries and propose a research
design for evaluating a program using qualitative approaches.
664. Creative Designs in Problem
Solving: Focus on Computer Education. (A) Staff.
An in-depth treatment of algorithmic, logical, and decision-making
techniques in computer programming. Students
analyze the relationship between human problem solving
and artificial intelligence.
665. Research on Teaching. (A) Remillard.
This course is designed to explore the research literature
on classroom teaching processes as well as the contrasting
conceptual and methodological approaches upon which
this literature is based. The course is intended
to help students become aware of the major substantive
areas in the field, develop a critical perspective
on contrasting paradigms, and raise questions about
the implication of research on teaching for curriculum,
instruction, evaluation, and teacher education.
668. Master's Paper Seminar (ELD).
(B) Staff.
Prerequisite(s): Enrolled in the Educational Leadership
Division's M.S.Ed. degree programs and EDUC 544.
The master's paper is a 30-40 page research paper that is
required for completion of the M.S.Ed. degree in the
Educational Leadership Division. The paper will
be either an original research project or an original
synthesis of previous research and argumentation. This
course is set up to provide workshops and regular consultation
and feedback on three drafts of the paper.
672. (FOLK672, URBS672) Introduction
to Ethnographic and Qualitative Research in Education.
(C) Hall & Wortham.
A first course in ethnographic participant observational research;
its substantive orientation, literature, and methods. Emphasis
is on the interpretive study of social organization
and culture in educational settings, formal and informal. Methods
of data collection and analysis, critical review of
examples of ethnographic research reports, and research
design and proposal preparation are among the topics
and activities included in this course.
682. Group Processes. (C) Kuriloff. Prerequisite(s): Permission
of instructor.
A basic course in small group relations. Its major component
is an unstructured group experience focusing on interpersonal
and group processes. Through the study of their own
behavior participants have the opportunity to learn
about the nature of authority and responsibility, communications,
the evolution of norms, and the underlying assumptions
which often govern group development.
698. Internship Education in Leadership. (C) Staff.
700. (ANTH707) Craft of Ethnography.
(B) Hall.
Prerequisite(s): Must have completed EDUC 672 or
equivalent introductory qualitative methods course.
This course is designed to follow after Introduction to Qualitative
and Ethnographic Methods (EDUC 672). In the introductory
course, students learned how to use qualitative methods
in conducting a brief field study. This advanced
level course focuses on research design and specifically
the craft of ethnographic research. Students
will apply what they learn in the course in writing
a proposal for a dissertation research project.
702. Conceptual Models in Educational
Administration. (C) Lytle (J).
An overview of organization theory with application to education
organizations.
706. (ANTH704, COML706, FOLK706,
URBS706) Culture/Power/Identities. (A) Hall. Prerequisite(s): EDUC 547.
This course will introduce students to a conceptual language
and the theoretical tools to analyze the complex dynamics
of racial, ethnic, gender, sexual, and class differences. The
students will critically examine the interrelationships
between culture, power, and identities through the
recent contributions in cultural studies, critical
pedagogy and post-structuralist theory and will explore
the usefulness of these ideas for improving their own
work as researchers and as practitioners.
707. Curriculum Development. Staff.
This course examines different approaches to developing models
for curriculum development as well as the resulting
curricula.
Sstudents are provided with multiple opportunities to
design curricula in varying contexts. They also
critique different types of curriculum for the purposes
of developing their own working models. A background
in educational foundations is helpful.
752. Philosophical Analysis and
Educational Inquiry. (C) Dwyer.
Techniques of philosophical analysis and their application
to the analysis, clarification, and evaluation of concepts,
proposals, programs, issues, etc.
806. Narrating the Self. (B) Wortham.
This seminar explores, in some linguistic detail, how narrators
can partly construct their selves while telling autobiographical
stories.
The seminar addresses three questions: What is the structure
of narrative discourse? How might we construct
ourselves by telling stories about ourselves? If
narrative is central to self-constructions, what is
"the self"?
808. Case Studies. (C) Staff.
EDUC808.001 Case Studies in Educational Ethnohistory (Puckett)
-- This course has two components. First, it
looks at examples of published case studies that have
successfully combined historiographic and ethnographic
methods in the study of significant educational problems.
Second, it engages students in a research problem that
trains them to collect, analyze, and synthesize materials
drawn from multi-tier data sources and to construct a
case study of their own.
EDUC808.003 Case
Studies in Organizational Change: Action Research and
School Restructuring (Newberg) -- This course is intended
primarily for doctoral students planning and undertaking
research with a problem-solving and intervention outcome;
it emphasizes a problem-solving approach in designing
and implementing those interventions and a case study
approach in studying and reporting on the process.
SM 820. The Theory and Practice of
Learning and Teaching. (C) Staff.
A comprehensive treatment of the practical problems involved
in judging curricula and teaching. Curriculum
theories are treated in depth. An inductive,
democratic process is used in the seminar.
SM 900. Research Seminar in Education.
(C) Staff.
Issues in research design, development of a literature review,
and dissertation proposal.
906. Qualitative Data Anaylsis
and Reporting. (B) Staff.
A seminar for students who have completed their fieldwork
or a substantial portion of it. Students must
bring to the course a substantial body of fieldnotes
and other data sources (e.g., videotapes, site documents,
audiotapes or transcripts of interviews, census or
historical information). Under the supervision of the
instructor, students will review their corpus of research
materials, frame assertions, seek confirming and disconfirming
evidence, consider diverse audiences for reports, and
try out various narrative styles and voices. During
the term students will draft and revise portions of
a report and will complete a report by the end of the
term.
PME-Policy Management and Evaluation
Division
504. Contemporary Issues in Higher
Education. (B) Staff.
An introduction to the central issues and management problems
in contemporary American higher education.
SM 505. Globalization & The University.
(B) Ruby.
This course examines some of the interactions between globalization
and the university including increased student mobility
and the rise of higher education as a trade good.
519. The Evolution of Assessment:
Classroom and Policy Uses. Supovitz.
This course explores the evolutin and diverse uses of assessment
in four major areas: the historical roots of testing
and the development of the achievement testing industry;
the rising interest and exploration of alternative
forms of assessment; how teachers employ a variety
of assessments in their classrooms; and how policymakers
use assessment for decision-making and accountability
purposes.
541. Access & Choice in American
Higher Education. (M) Perna.
College selection and distribution by and of students among
educational alternatives for post-secondary education
is a complex process that plays out through the intersection
of government, individual and institutional behavior.
Through an exploration and integration of these three
perspectives, we will develop an understanding of why
and how students, colleges, and universities make the
choices they do; the potential for government policy
to shape student and institutional behavior, intentionally
and otherwise; and the increasing importance of institutional
strategy in determining access to educational opportunity. Topics
covered include competing theories of why students
pursue higher education; federal and state financial
aid; academic standards for admission and their alternatives;
and post-secondary market segments and competition,
including for-profit alternatives and institutional
admission practices designed to maximize prestige and
revenue.
542. Management in Higher Education.
(B) Staff.
This course is an introduction to management issues and practices
in higher education. It is designed to provide
students with working understanding of both the role
of administration within the culture of higher education
and the contemporary issues related to management of
fiscal, personnel, facilities, and information resources. The
interface between administrative and academic decision-making
will be explored within these contexts and case studies
will be used to highlight the concepts.
SM 543. (AFRC545) Historically Black
Colleges and Universities: Current and Historical
Issues. (A) Gasman.
Historically Black colleges and universities graduate 24%
of all African Americans who obtain college degrees,
in spite of the prediction in 1954 that Brown v. Board
would make them irrelevant. However, most Americans
know very little about the history of these institutions
and even less about their current situation. The
goal for this course is to give you an overview of
the historical context in which Black colleges were
created, to acquaint you with the obstacles that Black
colleges face, and to help you understand the unique
missions of these institutions.
548. American Education Reform:
History, Policy and Practice. (B) Puckett.
An examination of major themes in twentieth century American
education. Topics include school reform, ethnicity
and race, higher education, work and education, the
war on poverty, teaching and teachers, the development
of secondary education, and the curriculum.
551. Higher Education Systems.
(B) Tierney.
An introduction to the recent development of the system of
higher education in the U.S. After reviewing
alternative ways of classifying colleges and universities,
the course will trace the growth in the number of colleges
and universities, the functions they perform, and their
fiscal operations over the last 20 years. Paralleling
these developments will be analyses of trends in enrollments,
college costs, and how students have financed these
costs over the same period.
556. Higher Education Finance.
(B) Perna.
An introduction to the major tasks of collegiate finance;
the amount and timing of funds, the assessment of institutional
investment opportunities, and the cost of capital. The
implications of changing federal and state policies
on these financial decisions will be reviewed.
559. Sociology of Education. (B) Staff.
This course provides an overview of key theoretical perspectives
and topics in the sociology of education, including
expansion of formal educational systems; the extent
to which educational systems contribute to or inhibit
social mobility; inequality of educational inputs and
outcomes by race, social class, and gender; and the
social organization of educational institutions, including
sources of authority, community, and alienation.
The course includes both K-12 and higher education topics.
569. Administration of Student
Life. (A) Hallock.
This course covers a variety of issues in the management of
student services on campus. After examining the
historical context of student affairs and the theoretical
frameworks of student development, students explore
ways to most effectively administer the numerous activities
that comprise student affairs programs.
586. Sociology of Families and
Schools. Staff.
This course draws on literature in the sociology of the family
and sociology of education to consider the relationships
between the sometimes-partnering, sometimes-competing
institutions of family and school.
589. Budgeting and Resource Allocation.
(M) Tierney.
A computer-based introduction to the management of resources
(money, people, space, etc.) at colleges and universities. Does
not require accounting or financial skills. Emphasis
is on learning how to use the budget to link educational
purposes and financial outcomes.
591. Program Evaluation and Policy
Analysis. Maynard.
The class is designed to provide students with the knowledge
and tools to define relevant research questions to
guide program design and operations, as well as to
guide policy development; to map questions to appropriate
methods of reserarch; to judge the quality of research
evidence; and to design strong analysis and evaluation
strategies for various purposes. The primary,
but not exclusive, focus of the course is on education
policy concerns.
592. Professional Development in
Higher Education. (B) Tiao.
To prepare for a career in higher education, students are
engaged in a 20-hour a week assistantship or full time
work. Professional Development enhances learning
by emphasizing practical applicati