Course Catalog

Examines and investigates issues related to teacher education as a field of inquiry. Explores how current research agendas might be enhanced and new research agendas created. Topics may include themes and issues in teacher education research; research on teacher education programs, curricula, faculty, and students; and research on student knowledge and beliefs.

Prerequisites: Permission of instructor.
 
A seminar dedicated to linking theoretical issues in practice to problems confronted by students in their field settings. Emphasis will be placed on developing critical assessments of current literature, evaluation of practice performance, and the formulation of reflective modes of thought. Students must be placed in a supervised field setting.

Prerequisites: Permission of instructor.
 
Intended primarily for CSHPE Ed.D. students, who are required to have a career-related professional practicum. Building on relevant literature in higher education and other fields, students are expected to analyze the successes and failure that they observed in practice and make recommendations for improvement.
 

Investigates problems facing postsecondary education and other educational efforts internationally, using comparative methods and other pertinent techniques; different topics, such as adult literacy, cross-cultural transfers, and ways of reaching diverse populations, may be treated each time the course is offered.

History of research on teaching; process-product research, studies of instructional decision making and teacher thinking and approaches to the study of instructional practice and the factors that influence it; research on effects, tools and measures of instruction.

The study of teaching and learning mathematics in classrooms. Historical and comparative analyses of practice, approaches to the study of instruction; and theoretical and scholarly perspectives on instruction; how these perspectives influence conceptions of and approaches to teacher development.
 

Research on children’s and adult’s understanding and reasoning in mathematics; alternative perspectives on how children and adults learn mathematics; traditions of theory and research on mathematical thinking and performance, including cognitive, constructivist, sociocultural and situated perspectives; historical development of research on mathematics thinking and learning.

Prerequisites: Graduate standing.
 
Introduces students to concepts and theories that underlie scholarship and frame practice in academic and student affairs. Special attention is given to teaching-learning environments and the factors that shape them, such as societal pressures, organizational cultures and structure and characteristics of the individuals who participate.

This course introduces fundamental issues in educational equity and the complexities of addressing and disrupting inequities through a field-based umbrella project. The Lab comprises the field-based umbrella project. The Studio is a creative space that introduces theoretical frameworks and tools to help meaningfully frame and explore educational equity problems.

Doctoral student participation in a research project to experience the conduct of research from multiple and/or methodological perspectives. Experience should total 150 hours over one or multiple semesters.

May be elected more than once for a total of 9 hours.

Offers an integrated study of the psychological, social, philosophical, historical, and curricular bases of education through an examination of a small number of issues or themes of profound and lasting importance in educational studies. Graduate course required of all new Educational Studies doctoral students. Should be taken early in the student’s program.

Prerequisites: Doctoral standing or permission of instructor.
 
Situated at the intersection of teaching, learning, and subject matter, this course supports understanding of basic theories of learning and development, and the role of psychological and educational theory in the: (a) design of curriculum, (b) conduct of teaching, (c) assessment of learning.

Prerequisites: Doctoral standing or permission of instructor.
 
Surveys qualitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and/or interviewing, narrative and argument analysis, and interaction and setting analysis.
 

Prerequisites: Graduate standing at the doctoral level.
 
Surveys quantitative methods of inquiry as they are currently used in the study of the contexts, processes, and effects of education. Introduces students to elementary statistics, exploratory data analysis, research design, and computer-based data analysis methods.

Prerequisites: EDUC 793 with a grade of B- or better
 
This course introduces students to the use and interpretation of multiple regression analysis and program evaluation. Students will learn to use data to address policy topics such as class size, teacher certification, education finance and the payoff to education in the labor market.