Fall 2007
Educational Studies
EDS 190 Freshman Seminar: Learning and the Brain (Same as NBB 190)
Newby, Th 3:00-5:30, Max: 16
Content: The purpose of this course is to explore the nature of learning and memory and to apply fundamental concepts of cognitive and educational psychology to the individual learning experience. The complexity of normal and non-normal learning patterns will be examined. Each participant will research an area of interest related to these topics. In addition, students will investigate and develop strategies for learning conducive to their own learning patterns.
Text: Eric Kandel In Search of Memory and on-line articles.
Particulars: The seminar format requires each participant to learn from texts, observations, interviews, internet resources, and audio and video presentations. Student leaders will facilitate one seminar during the semester. Grades are based on class participation, reflective writings in two portfolios and oral presentations in additional to quizzes on the readings. A research paper of 10-15 pages is due at the end of the semester.
Main, W 1:15-3:45, Max: 16
Content: Why is education consistently among the top three concerns of the American public? Who makes the decisions about the form and content of materials in pre K through 12? What are the respective roles of the local, state and federal governments in education? What are the most pressing issues? How have these issues changed over time? How does the American political process differ from that of other countries; does this effect which educational issues are political issues? The seminar examines these questions and others related to the politics and policy processes that effect primary and secondary education.
Texts: to be selected
Particulars: The seminar requires several short writing assignments, a take-home final examination and regular participation in seminar meetings.
Cochran, Tu Th 8:30-9:45, Max: 22
Cochran, Tu Th 11:30-12:45, Max: 22
Content: This course places American Education in its historical, political, social and cultural context. It examines issues such as the function and philosophy of schools, and the structure of schools (including school governance, curriculum, teachers and teaching, and students), and multiculturalism in K-12 education. This course also introduces students to current issues in education and provides students with first-hand elementary or secondary school experience through placement as a tutor in a local school. The effectiveness of the teaching and learning in this class depends largely on the participation of students through discussions, reflections on their field experiences in the schools and group presentations.
Text: Noll, James William, (ed.). Taking sides: Clashing views on controversial educational issues. (13th ed.). New York: Dushkin.
Particulars: Permission only.
Pajares, MW 2:00-3:15, Max: 20
Content: This course provides an introduction to, and basic grounding in, the key theories and views of adolescent development, and it outlines the contribution of current research and theory to an understanding of adolescence as it relates to social, emotional, and cognitive development, schooling, and parenting. The course also examines issues and controversies in developmental research and theory and explores their relevance to, and implications for, child-rearing, education, and self-understanding. Students are asked to evaluate research findings and theoretical perspectives and to apply the major principles and concepts derived from the psychological study of adolescence to pressing cultural, societal, and educational problems.
Texts:
Particulars: Emphasis on group discussion. Class requirements include written assignments related to readings, class tests and group activities, and participation and involvement in class.
Cochran, Tu Th 10:00-11:15, Max: 22
Content: This course will explore the history of American education from colonial to modern times. It concentrates on several enduring themes: conflicts about religion, race, gender, and social class; the relationship between the schools and the American economy; the use of schools to solve major social problems; and the nature of curriculum change in American educational history. The course makes significant use of primary source documents.
Hahn, Tu Th 10:00-11:15, Max: 22
Content: Students will learn about education in different countries and about global education issues that transcend national borders. They will also investigate the history, major theoretical perspectives, issues and dominant methodologies in the field of comparative education. Students will take two exams and tutor international students.
Particulars: Logs, interviews, library research, tutoring, midterm and final.
Roberts, Tu Th 1:00 - 2:15, Max: 22
Content: This course critically explores cultural diversity and schooling. Throughout the semester, the histories of diverse groups will inform discussion of present-day educational issues. Students will acquire a broad understanding of multicultural education by reflecting on issues of identity, class, race, gender, sexuality, language, “ability,” religion, nationality, and power. Reading interdisciplinary literature on education, engaging in informed debate, and participating in a field experience are central to the course.
Engelhard, M 2:00-5:00, Max: 20
Content: The purpose of this course is to provide students with an introduction to educational and psychological measurement. This includes a consideration of technical issues, as well as policy issues related to test use and misuse in American education. Another purpose of this course is to explore how we can use educational and psychological tests to improve American education. The potential roles of measurement in the quest for educational excellence will be stressed throughout the course. This course is relevant for all students concerned with educational psychological testing, and the use of these tests in educational settings.
Haight, Tu Th 11:30-12:45, Max: 20
Falkenberg, TBA, Max: 6
Content: This course builds on and extends the knowledge base presented in the EDS 471S Introductory ESEP course. Intermediate ESEP students may be able to partner again with the teacher they assisted in 471S or they may request a new teacher or grade-level. Students will primarily spend their effort working in local urban elementary schools teaching science and acting as role models for children and their teacher partners. Periodic, one-hour reflection sessions (twice per month) will be scheduled at the beginning of the semester for those enrolled in this course. Reflection topics include relevant issues in science education and urban schooling. Intermediate ESEP does not have a weekly, on-campus seminar component.
Particulars: Students must have successfully completed EDS 471S as a prerequisite and have access to private or public transportation to get to the elementary school. By appointment: 2 hours per week of independent work in local elementary school and 2 one-hour reflection sessions per month
EDS 471S Foundation Seminar: Introduction to Elementary Science Education Partnership (ESEP)
Falkenberg, M 10:40-12:40, Max: 12
Content: This introductory seminar, highly interactive and hands-on, is designed to provide students with a foundation in: how people learn, effective inquiry science techniques, and current issues in science education. Other topics discussed include culture and education; novices vs. experts; science, schools and society; and implications for learning and transfer of new knowledge. Participants in this course apply what they learn in the seminar by partnering with an urban teacher and her/his pupils on a weekly basis. Students, acting as role models for urban children, have the opportunity to impact social change. This course has two components, a weekly two-hour interactive seminar on campus and a weekly commitment of two hours in a local elementary school working with a teacher to teach science to elementary children. Previous ESEP students have found this rewarding seminar to be a good complement to more traditional courses they have taken on campus and an opportunity to examine their views on equity, schools, and education.
Texts:
Particulars: Students should be interested in working with elementary students, have adequate science background to teach elementary children, and have access to private or public transportation to get to the elementary school; 2 hours per week of independent work in local elementary school.
George, Tu Th 2:30-3:45, Max: 12
Content: This seminar will explore issues concerning the role of cultural and community contexts in science education. Students will be engaged in intellectual inquiry into the literature on cultural studies in science and science education as well as participating in field experiences that integrate culture and community in formal and informal science learning.
Particulars: Course assignments include readings, class discussions, written papers and a final project.
Wade, W 4:00-6:30, Max: 12
Content: Students will identify basic forensics and speech communication skills in their students; identify public speaking anxiety traits in their students; develop curriculum methods to reduce public speaking anxiety traits in their students; identify logical strategies in presenting arguments and positions of advocacy for the current interscholastic debate resolution; develop curriculum items for teaching affirmative and negative positions of advocacy for their students; evaluate forensic and speech communication skills of their students using standard forensic evaluation scales; conduct a diagnostic, formative, and summative evaluation on their students.
Particulars: Requirements- One critical book review and one research paper. A supervised secondary school forensic teaching experience (primarily) in the Atlanta Public Schools (APS) or the APS Debate Center which: utilizes diagnostic, formative, and summative evaluation; provides instruction in research skills, debate theory, argument construction and performance; is supervised by the instructor and teachers within the internship school. A comprehensive final paper assessing the teaching experience. Regular class attendance and active participation about the assigned readings is expected
Hamilton, W 4:30-6:30, Max: 20; W 5:00-700, Max: 20
Wilson, Tu 4:00-6:00, Max: 20; Tu 4:30-6:30, Max: 20; Tu 5:00-7:00, Max: 20
Content: This class is intended for Resident Advisors in their second year of service at Emory University. It is offered by the Educational Studies department, in cooperation with Residence Life.
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EDS 531M English Curriculum & Instruction: Middle Grades
Fisher, M 2:00-5:00, Max: 12
Content: This course is a professional preparation seminar for preservices teachers that will examine curriculum and instructional issues related to the teaching of English in the middle school. Building upon the experiences students gained as observers and teachers in the schools during the fall semester, the seminar will provide an opportunity for students to 1) develop instructional plans based on current theories in the teaching of English and based on an understanding of the personal, cultural, and historical experiences of learners from a variety of socioeconomic and ethnic backgrounds, 2) plan strategies to incorporate effective parental participation, media literacy, and group theory in supporting the learning process, and 3) reflect upon the process for continuing professional preparation post-graduate school.
Particulars: This course is open to English MAT students in the Division of Educational Studies.
Fisher, M 2:00-5:00, Max: 12
Content: This course is a professional preparation seminar for preservices teachers that will examine curriculum and instructional issues related to the teaching of English in the middle school. Building upon the experiences students gained as observers and teachers in the schools during the fall semester, the seminar will provide an opportunity for students to 1) develop instructional plans based on current theories in the teaching of English and based on an understanding of the personal, cultural, and historical experiences of learners from a variety of socioeconomic and ethnic backgrounds, 2) plan strategies to incorporate effective parental participation, media literacy, and group theory in supporting the learning process, and 3) reflect upon the process for continuing professional preparation post-graduate school.
Particulars: This course is open to English MAT students in the Division of Educational Studies.
Jensen, Th 1:15-4:15, Max: 12
Content : This course examines critical issues surrounding the teaching and learning of mathematics in middle and high schools. National and state curriculum standards and current research findings will be highlighted. Class participants will conduct diagnostic interviews with children, analyze teaching case studies, and deepen their own understanding of the mathematics concepts essential to middle and secondary mathematics teaching. Participants will also have the opportunity to work with students during mathematics instruction at the concurrent teaching practicum school site for EDS 541M.
Jensen, Th 1:15-4:15, Max: 12
Content : This course examines critical issues surrounding the teaching and learning of mathematics in middle and high schools. National curriculum standards and current research findings will be highlighted. Class participants will conduct diagnostic interviews with children, analyze teaching case studies, and deepen their own understanding of the mathematics concepts essential to middle and secondary mathematics teaching. Participants will also have the opportunity to work with students during mathematics instruction at the concurrent teaching practicum school site for EDS 541s.
George, W 1:15-4:15, Max: 12
Content: This course examines critical issues surrounding the teaching and learning of science in middle and high schools. National curriculum standards and current research findings will be highlighted. Participants will also have the opportunity to translate theories and principles studied into practice with students at the school site of their concurrent teaching practicum (EDS 541m).
George, W 1:15-4:15, Max: 12
Content: This course examines critical issues surrounding the teaching and learning of science in middle and high schools. National curriculum standards and current research findings will be highlighted. Participants will also have the opportunity to translate theories and principles studied into practice with students at the school site of their concurrent teaching practicum (EDS 541s).
Hahn, Tu 1:15-4:15, Max: 12
Content: Focus on defining curriculum goals and developing instructional strategies that integrate social sciences, history and the humanities to foster higher order thinking, value analysis, and decision-making skills in multicultural and global contexts for middle grade students.
Particulars: Students will develop a portfolio of written reflections, lesson plans and an instructional unit.
Hahn, Tu 1:15-4:15, Max: 12
Content: Focus on defining curriculum goals and developing instructional strategies that integrate social sciences, history and the humanities to foster higher order thinking, value analysis, and decision-making skills in multicultural and global contexts for secondary students.
Particulars: Students will develop a portfolio of written reflections, lesson plans and an instructional unit.
Cadray, Tu 4:30-6:30 Max: 15
Content: This course provides opportunities for MAT Preservice Teachers to observe, participate, and teach on a daily basis in middle grade classrooms within an assigned school. The Teaching Practicum will consist of a placement in either a public school characterized by lower socioeconomic demographics or in a public school with a high percentage of students from families who have recently moved to this country. Each Preservice Teacher will spend a minimum of one hundred twenty cock hours in the assigned school during the semester. Weekly seminars will provide guidance and support during field experiences, and facilitate the development of knowledgeable, competent, and culturally responsive educators through reflective practice.
Particulars: Opening of School Experiences precedes the Teaching Practicum in early August. The Practicum time requirement is two to three clock hours each day in the assigned school over approximately ten weeks.
Cadray, Tu 4:30-6:30, Max: 15
Content: This course provides opportunities for MAT Preservice Teachers to observe, participate, and teach on a daily basis in secondary grade classrooms within an assigned school. The Teaching Practicum will consist of a placement in either a public school characterized by lower socioeconomic demographics or in a public school with a high percentage of students from families who have recently moved to this country. Each Preservice Teacher will spend a minimum of one hundred twenty cock hours in the assigned school during the semester. Weekly seminars will provide guidance and support during field experiences, and facilitate the development of knowledgeable, competent, and culturally responsive educators through reflective practice.
Particulars: Opening of School Experiences precedes the Teaching Practicum in early August. The Practicum time requirement is two to three clock hours each day in the assigned school over approximately ten weeks.
Cheong, Tu 9:35-12:35, Max: 15
Content: This course provides an introduction to techniques of data analysis and statistical inference commonly used in educational psychological research. You will learn and use SPSS to analyze several data sets of social science on micro computers. The major topics are univariate and multiple regressions, one- and two-factor analysis of variance with multiple comparisons, and an introduction to analysis of discrete data. Knowledge of basic algebra is required, as is an understanding of the fundamental principles of descriptive statistics and hypothesis testing (as taught, for example, in EDS 453: Introduction to Statistics or equivalent).
EDS 572 School Issues Seminar: Reading & Writing Across the Curriculum
McDevitt, W 4:30-7:30, Max: 18
Content: EDS 572 is designed to equip middle and high school teachers to be effective teachers of reading and writing for a diverse group of learners. Teachers will learn research-based strategies of instruction for improving students' comprehension, writing, and learning in the content-area classroom. Further, teachers will develop expertise in
teaching literacy processes so that their students develop as active, independent readers and writers. Topics include literacy theory, instructional strategies for reading and writing across the curriculum, assessing literacy development, word study and vocabulary development, constructing meaning in expository and narrative text, the writing process, and the reading-writing-thinking connections.
George, Tu Th 2:30-3:45, Max: 8
Content : This seminar will explore issues concerning the role of cultural and community contexts in science education. Students will be engaged in intellectual inquiry into the literature on cultural studies in science and science education as well as participating in field experiences that integrate culture and community in formal and informal science learning.
Particulars : Course assignments include readings, class discussions, written papers and a final project.
Snarey, Th 2:30-5:30, Max: 10
Content: A fundamental dimension of being human is the inevitable necessity of making moral judgments. This course considers how changes in social-moral development occur during childhood, adolescence, and adulthood and as reflected in the formulation and resolution of ethical dilemmas. We begin with a review of the classic theories of Emile Durkheim and Jean Piaget. Then we critically review the two major modern developmental psychologies of social-moral cognition and development: Lawrence Kohlberg's model of an ethical voice of justice and Carol Gilligan's model of an ethical voice of care, along with the contributions of cultural psychology to understanding the limits of each model. The final major segment of the course focuses on the field's frontier--the neural foundations of moral cognition and development, which will be mapped by reviewing the most recent brain imaging research on the neuropsychology of morality.
Particulars: Papers-presentations: Each participant will present and lead discussion of specific texts, selected from topics outlined in the syllabus. There is a final term project. Exams: None
Readings: Weekly assignments, usually on e-reserve, and regular participation in discussions of the readings.
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Cadray, Tu 6:00-8:00, Max: 15
Cadray, Tu 2:30-3:45, Max: 12
Content: Course participants provide professional supervision, education and support for Master of Arts in Teaching (MAT) preservice teachers during their filed experiences. This course is designed to provide professional support for supervisors working with MAT candidates.
Particulars: Open only to students in the Division of Educational Studies Ph.D. program.
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Pajares, W 9:35-12:35, Max: 12
Content: In this seminar, required of all doctoral students in the Division of Educational Studies, we survey philosophical and psychological movements that have influenced the field of education. We examine key issues and controversies in educational thought and explore their relevance to, and implications for, social aims and educational practice. Students are asked to evaluate the ideas presented and to apply the major principles and concepts derived from philosophy and psychology of education to pressing societal and educational problems. Readings include Plato, Aristotle, Locke, Rousseau, Kant, Mill, Whitehead, Montessori, Neill, Noddings, Cronbach, Bloom, Greene, Rorty, and Bandura. Special emphasis is given to the writings of William James, John Dewey, Paolo Freire, Thomas Kuhn, Jerome Bruner, Albert Bandura, and Lev Vygotsky. In addition, the seminar provides an in-depth analysis of key theorists and theories in the field of educational philosophy and psychology and outlines their contribution to an understanding of human behavior, the process of schooling, and the improvement of educational and teaching practices.
Texts:
Additional articles and book chapters.
Particulars: Doctoral seminar with emphasis on group discussion.
Engelhard, W 1:00-4:00 , Max: 12
Content: How do I develop a research question? How should I decide whether to use a qualitative or a quantitative approach for the design of a research study? What is the role of theory in educational research? How do I write the results of my study? The purpose of this course is to help answer such typical questions from student researchers by analyzing the decisions they must make before selecting an appropriate research approach. Specific topics include research paradigms; selection and definition of a problem; the theoretical framework; purpose, rationale, and significance of a study; research questions and hypotheses; sampling; data gathering; the literature review; methods and procedures; data analysis and interpretation of findings; writing the results; composing the discussion; and ethical issues in the behavioral sciences. Each component of the course is organized to first present principles of research design followed by examples and models from journal articles and conference papers from a variety of fields within education.
Particulars: Seminar class with emphasis on group discussion and analysis. Practice components are included.
Siddle Walker, Th 9:30-12:30, Max 12
Content: This advanced seminar in qualitative methods is designed for students who have completed Qualitative (or its equivalent) and who are currently working on a qualitative research project. The course has two primary goals. Foremost, it seeks to extend students' knowledge of the particular mode of inquiry being utilized in his or her own work. As a result of participation in the course, all students should be able to refine their methodologies and hone their analysis and writing skills. Second, the course seeks to broaden students' knowledge of, and ability to critique, other types of qualitative research methodologies, and to provide opportunities for students to become engaged with some of the critical questions confronting the field. Throughout, independent readings and sharing/critique of papers in progress will be central to successful performance.
EDS 774 Research Seminar: Workshop on Advanced Psychological and Educational Statistics (Same as PSYCH 770)
Cheong/Waldman, Tu 1:00-4:00, Max: 12
Content: In this course, we will investigate several advanced statistical issues that arise in psychological and educational research that graduate students are facing in their dissertation studies. These issues might include missing data, correcting for multiple comparisons, increasing statistical power, proper handling of data that are non-normally distributed, testing alternative psychometric hypotheses for the latent structure of one or more measures, testing models for latent dimensions and/or classes, growth curve models, etc. The class will consist of readings and discussion on one of the challenging statistical issues each week (or two) and each student presenting on the analytic approach that they used to handle the challenging issue in their data (with faculty providing helpful critiques of the students' approaches). The course will be taught as a workshop, which will involve substantial hands-on data analysis.
Prerequisites: Students must have taken a previous course in Multiple Regression and be actively working on their dissertation research.
Fisher, M 5:15-8:15, Max: 7
Jensen, TBA, TBA, Max: 12
Content : This course is a one hour seminar that will address the professional needs of doctoral students in Educational Studies. It will meet intermittently during the semester at a time that will be announced.
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