Highlighted Courses

EDUC 547. Current Issues in Educational Studies: Investigating the Common Core

Faculty: Hyman Bass
Term: Spring 2014

This is a new course offering designed for master’s students across areas of specialization. Doctoral or advanced undergraduate students may also elect to enroll in the course.

The Common Core (State Standards Initiative) www.corestandards.org is the latest of several waves of proposed K-12 curriculum standards in the U. S.. The Common Core comprises two subject areas – mathematics and English language arts (ELA) and specifies a set of student learning goals in each subject area that would be common across states. Because constitutional authority for education is vested in states, this cross-state initiative represents an effort to break with typical U.S. practice. It is the subject of much public and professional discussion and debate.

This course will take up three basic questions related to the Common Core. First, we will investigate in detail the origins, content, and aims of the Common Core and compare it to past efforts to articulate standards and goals for student learning. We will also consider how these U.S. efforts compare with the specification of learning goals in other educational systems. Second, we will consider what “implementation” of the Common Core might mean and entail, including the professional training needed by teachers, the curriculum materials and tools as well as assessments that would manifest the goals inside of practice, and the political and societal challenges that would have to be managed. And third, the course will probe and analyze the political discourse and debates, investigating who is making what arguments and why, what the interactions are and why, and consider both the rhetoric and goals of the debates. Across all of these inquiries, we will examine similarities and differences between the mathematics and the ELA standards.

The unfolding of the Common Core is a complex process involving many agents, perspectives, domains of expertise, and domains of practice. Using diverse resources (research, records of teaching practice, public documents, etc.) students in the course will be asked to respond to various of the situations/predicaments presented in this process.
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EDUC 547. Current Issues in Educational Studies: Academic Writing for Graduate Students in Education

Term: Fall 2014

Instructor: Yu-Shiang Jou

The goals of this course are to help participants develop a better understanding of the functional features of academic writing in English as well as provide support and practice opportunities for graduate students in education to improve their own academic writing. With a focus on writing in contexts of educational research and practice, this course is designed as a workshop where students will analyze academic writing, learn about the features of writing in different genres, and work on related writing tasks. Topics to be addressed include an introduction to academic writing that discusses issues such as organization, style, and grammatical patterns. Then different genre-related organizational patterns will be explored, including writing definitions using general-specific/specific-general organization; writing about procedures and processes, using problem-solution structures; writing summaries, discussing issues such as plagiarism, paraphrasing, and citation practices; and crafting critiques, addressing issues such as use of evaluative language in writing reaction papers. We will also address issues related to data commentary, qualifications and presenting strength of claims. The course will meet for two hours per week; in addition, each student will be able to attend a tutoring session to get individual feedback for revision and editing three times during the semester. The class will be capped at 12 students.
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EDUC 737. Topics in Educational Studies: Design-based Research in Education

Faculty: Donald Freeman
Term: Fall 2014

'Design-based' research [DBR] studies how interventions over time can be used to investigate educational phenomena and research problems. The research environment (a classroom, school, etc.) is seen as a dynamic and emergent human system that responds to and reshapes an intentional intervention. The interaction or tension between the environment and the intervention is the focus of the research, which so-called 'design-based' processes want to capture and understand.

The course takes a general, non subject-specific approach to DBR; examines socio-cultural theory and cultural-historical activity theory as a theoretical foundation for DBR; combines work on the core ideas of DBR with hands-on implementation of practices; includes a collective DBR research experience.

Participants to understand the core ideas of these research approaches, how these are implemented, and to explore applications to their own work. Learn more »
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EDUC 752. Organization Theory and Research in Education: Organization Theory and Research in Education

Faculty: Brian Rowan
Term: Fall 2014

Mondays, 1:00-4:00 p.m.

This is an introduction to organization theory and the contributions of organization theory to administrative practice in K-12 education. Students in the class will learn about the changing nature of organizations in modern society and about key theoretical perspectives on how organizations are designed and managed. These theoretical perspectives will then be applied to specific areas of inquiry in organizational studies, including the structure and management of core technologies, organization-environment relations, control systems and evaluation, the management of human resources, and processes of power and leadership in organizations and organizational fields. The relevance of organization theory to education policy and practice will be demonstrated by reference to a variety of case studies centered on proposed changes to organizational structures and processes in schools and school systems in the K-12 education system.
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EDUC 771. Topics in Higher and Continuing Education: 9-16 Policy Workshop

Faculty: Edward St. John
Term: Spring/Summer 2014

During the past three decades, most states have taken steps to expand college access by raising standards for high school graduation and aligning them with college admission requirements. College support networks involving community-based organizations and university outreach to schools have also expanded across the United States. However, given limitations on tax revenues, most states are now confronted by challenges related to funding for implementation of high school reforms and supporting public colleges and students with financial need. These conditions have led to increased stratification of educational opportunities even as college access has improved in most states. This seminar uses the case method to examine patterns of change in 9-16 policy, trends in related student outcomes, and the role of research in developing policies. Students will write a brief policy stance on preparation, access and college, analyze three state cases during the workshop (dates), and complete as final assignment a case study, literature analysis, or research project. Students will have opportunities to develop skills related to:

During each workshop session, the entire class will engage in reviews and critiques of current and proposed policies relative to research evidence.
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