EDUCATION

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.

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