Fall 2008
Educational Studies
EDS 190 Freshman Seminar: How We Learn (Same as ITAL 190)
Ristaino, TT 10:00-11:15, Max: 16 (EDS 8, ITAL 8)
Content: Let’s take a walk back in time to one of your most enjoyable experiences. What was going on? Why do you remember it? How can you recreate the conditions of this memorable moment in order to promote meaningful and effective learning in the future?
This class will examine learning on a very personal level to find out what makes you tick as a learner. What is your learning style? How do you learn best? How can you empower yourself during your educational journey to help you learn in an active and engaged manner throughout your lifetime? It is my hope that you will take from the course knowledge on how to be active and empowered learners so that as you become an integral part of various learning communities in the future, you will have a positive and effective impact on others as a result of the knowledge you have gained about your own learning. The lens with which we will be discussing our own learning is through an examination of the educational practices and theories developed in the town of Reggio Emilia in Italy and adopted here in the United States, as well as a look at Montessori and Waldorf Education programs here in the United States.
Texts: Course Reader
Cochran, Tu Th 10:00-11:15, Max: 24
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.
Hammock, Tu Th 1:00-2:15, Max: 24
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.
Cochran, Tu Th 8:30-9:45, Max: 24
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.
Pajares, MW 2:00-3:15, Max: 24
Content: In this seminar, we engage in thorough and in-depth analyses of various philosophical perspectives that have had a profound influence on American education, and we describe their contribution to an understanding of teaching and learning, childrearing, and the human condition. To this end, we describe the implications of these perspectives for educational practice and policy; apply the major principles and concepts derived from educational philosophy and thought to the identification, selection, and solution of problems that individuals encounter as students, teachers, researchers, parents, and policy makers; learn to better appreciate how ethnicity, social class, gender, and other sociocultural factors influence philosophical thinking in education; describe key issues and controversies in the study of educational philosophy and thought; develop a sound historical perspective of philosophical writings on education; and learn how we might exercise good judgment when discussing and using the major principles, concepts, and insights derived from the study of educational philosophy and thought. Readings include Plato, Aristotle, Locke, Rousseau, Kant, Mill, Whitehead, Dewey, James , Washington , Du Bois, Neill, Maritain, Noddings, hooks, Greene, Irvine , Palmer, Vygotsky, and Freire.
Texts:
Additional assorted readings.
Particulars: Seminar class with emphasis on group discussion and class activities. Class requirements include written reflections on readings, assignments related to course content, participation and involvement in class, and an end-of-term paper in keeping with the WR nature of the class.
Freeman, MWF 4:00-4:50, Max: 40 (EDS=20; SOC=20)
Content: There are few institutions that shape the nature of social life as profoundly as systems of formal education. While education does not always take place within a formal setting, what occurs within, to, and as a result of the formal system of schooling plays a remarkable role in shaping social outcomes. This course will examine: 1) various theoretical approaches to education used by sociologists, 2) factors that affect educational achievement and attainment from within and outside of schools, 3) the structure of the formal system of schooling within the United States, 4) the influence of educational policy on the nature of American education. Since issues of gender, race/ethnicity, and social class are inseparable from the experience of education, special emphasis will be placed on these issues throughout the course. Historical and comparative perspectives will be included to highlight our understanding of the educational system in the United States.
Particulars: Two exams, short essay assignments, small group projects
Cochran, TT 11:30-12:45, Max: 24
Content: Classics of Educational thought is a chronological study of Western education philosophy from its roots in Hebrew, Greek, and Roman traditions to the present. The course will focus on primary source material from major educational thinkers, including Plato, Rousseau, and Dewey, emphasizing their contributions to current educational practice.
Khan, Tu Th 10:00-11:15, Max: 24
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.
TBA, MW 11:45-1:00, Max: 24
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.
Buras, W 2:00-4:45, Max: 24
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.
Falkenberg, M 10:40-12:40, Max: 20
Content: This introductory course, highly interactive and hands-on, is designed to provide you with a foundation in: how people learn, effective inquiry teaching strategies, science and mathematics education standards, and current issues in those fields. Other topics include culture and education; novices vs. experts; implications for learning and transfer of new knowledge; and schools and society. This course is geared toward juniors and seniors who are currently majoring in a natural science or mathematics field and who want to explore the possibility of teaching science or math as a career path. (This course does not lead to teacher certification.) Only students with strong content backgrounds are eligible to apply because members in this class will be teaching content to middle or high school pupils.
This course has two components, a weekly two-hour interactive seminar on campus and a weekly commitment of six hours in a local middle or high school working with a teacher, observing and supporting student learning, and teaching middle or high school students. Participants will find this rewarding course 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.
Particulars: Students should be interested in working with middle and/or high school students, be majoring in natural science or mathematics, and have access to private or public transportation to get to the assigned school during regular school hours. Schools to which students will be assigned will be dependent upon teacher availability and proximity. Registration is by permission only.
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.
Caines, TT 11:30-12:45, Max: 20
Cheong, Tu 1:00-4:00, Max: 20
Content: This course provides an introduction to statistical reasoning for the behavioral sciences. We will study statistics as a liberal discipline. The emphasis is on statistics as an aid to clear thinking in personal and professional life. You will learn how to reason from uncertain empirical data and how to apply this general and fundamental intellectual method in social sciences. You will also learn how to use the statistics software, Statistical Package for Social Sciences (SPSS), to perform data analysis on personal computers and to write results sections based on the analyses.
The course has four major sections (a) data production, (b) data analysis, (c) probability, and (d) statistical inference. Data production describes methods for producing data that can give clear answers to specific questions. Data analysis concerns methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. Probability is the language we use to describe chance, variation, and risk. Statistical inference moves beyond the data in hand to draw conclusions about some wider universe, taking into account that variation is everywhere and that conclusions are uncertain.
Note that EDS 453 for the coming Fall is open to DES doctoral students only.
Morton, Tu 6:00-7:15, Max: 20
Hamilton, Tu 4:00-6:00, Max: 20; W 1:00-3:00, 4:00-6:00, 4:30-6:30, 5:00-7:00, Max: 20
Wilson, Tu 4:00-6:00, Max: 20; W 1:00-3:00, 4:00-6:00, 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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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
George, Tu Th 2:30-3:45, Max: 20
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 perspectives on culture and community in formal and informal science learning. Course assignments include, but are not limited, a scientist biography presentation and a final project.
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EDS 501 Comparative Education
Hahn, M 2:00-5:00, Max: 12
Content: Students will investigate the history, major theoretical perspectives, and dominant methodologies in the field of comparative education. They will investigate the impact of globalization on education internationally.
Particulars : The students will write critiques of journal articles and an issues paper.
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: EDS 533M Science Curriculum & Instruction: Middle Grades Preservice teachers will examine current research and teaching practices in grades 4-12 science classrooms. Several aspects of science instruction will be presented and discussed in this course. This aspects include, but are not limited to, eliciting and utilizing students' prior knowledge, designing & adapting curriculum materials to maximize student learning, planning lessons, determining and adapting appropriate teaching methods, promoting science inquiry, fostering student discussion, using technology to promote learning, assessing student learning, and meeting district and national standards.
George, W 1:15-4:15, Max: 12
Content: Preservice teachers will examine current research and teaching practices in grades 4-12 science classrooms. Several aspects of science instruction will be presented and discussed in this course. This aspects include, but are not limited to, eliciting and utilizing students' prior knowledge, designing & adapting curriculum materials to maximize student learning, planning lessons, determining and adapting appropriate teaching methods, promoting science inquiry, fostering student discussion, using technology to promote learning, assessing student learning, and meeting district and national standards
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 clock 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: Admission to MAT Program required. Opening of School Experiences precede 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: 20
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 clock 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: Admission to MAT Program required. Opening of School Experiences precede 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.
McDevitt, W 4:15-7:15, Max: 14
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.
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Cadray, Tu 4:00-6:00, 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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Fisher, Th 10:00-1:00, Max: 12
Content: This graduate level seminar will examine research and scholarship committed to ensuring access to critical literacies for all people but more specifically for urban youth in the United States and abroad. Topics include tensions and conflicts in the teaching and learning of literacy in urban public schools, the school-to-prison pipeline, youth-centered research methodologies, student-centered literacy education, and future directions for the field of language, literacy, and culture.
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.
Cheong, M 2:15-5:15, Max: 12
Content: The hierarchical linear model provides a conceptual framework and a flexible set of analytic tools to study a variety of social and developmental processes. One set of applications focuses on data in which persons are clustered within social contexts such as couples, families, classrooms, schools, or neighborhoods. Interest may center on the magnitude of social contextual effects on personal outcomes, the context-specificity of relationships between person background and person outcomes, or interactions between measurable features of social context and personal background. The second set of applications concerns individual growth or change over time. Interest focuses on the shape of mean growth, the variability in personal growth curves around the mean growth curve, and personal characteristics that predict differences in growth curves. The third set of applications involves a combination of both of the first two sets. We have persons changing over time who are also nested within social contexts. The goal is to assess the correlated and interactive effects of personal background and social context on trajectories of individual development.
This seminar will consider the formulation of statistical models for such applications, including continuous outcome models and generalized linear models with random effects for binary and count data. Special topics will include robust standard errors, graphical checking of assumptions, and techniques for assessing model fit. Students will analyze data from national school surveys in the US and Thailand , the National Youth Survey, and the Project on Human Development in Chicago Neighborhoods.
Prerequisites: The prerequisite for this seminar is a course on multiple regression .
Siddle Walker, Tu 9:30-12:30, Max: 12
Content: This advanced seminar in qualitative methods is designed for students who have completed Qualitative I (or its equivalent) and who are currently working on a qualitative research project. The course has four primary goals:
At the end of the course, students should have a comprehensive understanding of the literature informing the particular mode of inquiry being utilized in their own work, as well as a knowledge base of the variety of other ways a research question might be answered using a qualitative paradigm. In particular, students should have an understanding of some of the critical questions currently confronting the field.
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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