Distributions
Code Number | Hours | Name of the Course | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
EDUC 118 | 3 | Introduction to Education: Schooling and Multicultural Society
Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter – a lot. This course will introduce students to the role of education in today’s world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with K-12 students in schools. EDUC 118 is an approved course to satisfy the LSA Race and Ethnicity Requirement.
|
|||||||||
EDUC 119 | 3 | Education Policy in a Multicultural Society
This class meets the Race & Ethnicity requirement. Education Policy in a Multicultural Society explores policy and school improvement, and focuses in particular on the U.S. public school system, with an emphasis on both equity and access. In this course we begin by asking: what is public education for, and then consider how schools can be improved so that educational outcomes are ambitious and equitable. We build on students' understandings of the practice of teaching, developed in ED118, to investigate the dynamics of education reform. We closely examine authentic texts – including artifacts from our own experiences in schools, as well as mandates and legislative texts, policies, data on school improvement, and other resources designed for the improvement of schools. We critically examine each of these, looking for assumptions about teaching and learning and their improvement, assessing the key levers for improvement that they provide, and extrapolating implications for the design and valuation of change. In so doing students will develop critical skills of analysis and interpretation that will enable them to (1) better understand and evaluate efforts to improve schooling in the United States, (2) collaborate substantively, (3) and write and speak about educational policy persuasively. Given the courses strong focus on equity and access, issues of inclusion, voice, and rigor will be consistent through-lines.
|
|||||||||
EDUC 120 | 3 | Children Learning in Mathematics and Beyond (CLiMB)
Service-Learning in Mathematics Tutoring |
|||||||||
EDUC 702 | N/A |
Wolverine Pathways
|
|||||||||
EDUC 703 | 3 | Historical Perspectives on Literary Research
Critically examines literacy research from historical perspectives, including behavioral and cognitive/metacognitive research paradigms. Historical perspectives are considered in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment. |
|||||||||
EDUC 705 | 3 | Evaluating Educational and Social Programs
Prerequisites: EDUC 695 or equivalent. |
|||||||||
EDUC 706 | 3 | Seminar: Issues in Research on Literacy
Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered.
|
|||||||||
EDUC 707 | 3 | Psychometric Theory: Classical and Latent Trait Models (PSYCH 707)
Prerequisites: EDUC 794 or equivalent.
|
|||||||||
EDUC 708 | 3 | Cognition and Instruction in the Classroom (PSYCH 708)
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
|
|||||||||
EDUC 709 | 3 | Motivation in the Classroom (PSYCH 709)
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
|
|||||||||
EDUC 711 | 3 | Research in Mathematics Education
Prerequisites: Permission of instructor. May be elected twice. |
|||||||||
EDUC 712 | 3 | Causal Inference in Education Policy Research: Preschool, Elementary and Secondary (PUBPOL 712)
This course focuses on rigorous evaluation of policies and interventions intended to support children's early learning and success in k-12. Evaluations will be discussed in the context of the current and historical landscape. Specific topics will include theories across developmental psychology and economics, school accountability, teacher-focused policies, and digital learning. |
|||||||||
EDUC 714 | 3 | Casual Interference in Education Policy Research: Postsecondary (PUBPOL 713)
Prerequisites: EDUC / PUBPOL 712
|
|||||||||
EDUC 715 | 2-3 | Special Topics in Education and Psychology
Prerequisites: Permission of instructor.
|
|||||||||
EDUC 716 | 2-3 | Education Psychology Advanced Proseminar
Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: Combined Program student standing or permiss (Program students are required to sign up for three credit hours.) An advanced seminar on issues in education perspectives for psychologists. It is primarily for third and fourth-year program students and is a required course. The seminar is designed to identify and review issues critical to "educationalists": researchers, those concerned with issues of training, policy specialists, and practitioners. The major focus is to become broadly conversant with the range of issues associated with the study and practice of education and to use this knowledge to analyze and reflect upon those issues. Participants will be encouraged to relate their scholarly interests to matters of practical significance. |