Critically examines the intellectual and political forces that shape the aims, policies, and practices of K-12 education in the United States. Requisites: Restricted to Educ-Curriculum & Instruction (EDCI) graduate students only.
Comparatively studies education in other countries, emphasizingits rolein developing nations, with an emphasis on successful modelsin basic literacy, primary education, secondary curriculum, andteacher education.Analyzes political, social, and economic policies and ideologies for their relevance to the development process, including the role of international organizations: World Bank, UNICEF, UNESCO, Peace Corps and Volunteer Agencies. Same as EDUC 4015.
Focuses on models and strategies for improving parent and community involvement in the schools. Discusses administrative concerns, such as parent advisory councils, and instructional concerns, such as helping children with school assignments.
Examines features of religion, spirituality, and a liberal arts education, so as to further understand the constitutional, historical and cultural constraints on, and acceptable approaches to the study of religion and spirituality in American education. Specifically explores aspects of a contemplative orientation and the degree to which such an orientation should/can be pursued in K-12 public and higher education. Requisites: Restricted to graduate students only.
In-depth analysis of theories and concepts in sociology and education. Evolution of curriculum, organization, and enrollment characteristics of American schools. Schooling, race, class, culture, gender, stratification, and educational reform in light of paradigmatic change in theories and concepts of sociology.
Highlights social and intellectual history perspectives of American educational history, major reform movements from the 19th century to Dewey, and assessment of how differences of race, class, ethnicity, religion, power, and gender affected American education. Requisites: Restricted to graduate students only.
Addresses perspectives and evidence-based teaching practices that promote equity and access to conceptual understanding. Introduces the knowledge base on effective and socially just teaching practices, and the theories and research that support these practices. Explores the impact of theory and research on classroom instruction.
Examines recent developments in teaching, and trends in the philosophy and practice of education. Focuses special attention on a variety of issues central to school reform.
Examines the questions of "who I am", "where I come from", "what I might become" and "what I am called to do" in order to remember as well as make sense of our lives. Introduces and discusses narrative theory and selected memoirs. Students engage in reflection on their own narrative, and evaluate their practical and analytic understanding of narrative practice. EDUC 4135 and 5135 are the same course. Requisites: Restricted to graduate students only.
Explores and critiques various conceptions of gender within popular and scholarly publications that have influenced how gender and sexual diversity is approached in classrooms. Builds a theoretical stance toward gender and sexual diversity that supports equity, engagement and achievement for all children and youth. Discusses teaching strategies that thoughtfully take into account gender identities and equity.
Involves reading and evaluation of picture books, and emphasizes children's interests, authors and illustrators, multicultural literature, the components of narrative, and the features of illustrations. Examines connections between children's literature and children's development as writers.
Comparatively analyzes current and emerging philosophies and programs in K-12 with focus on teaching reading and thinking skills. Requisites: Restricted to graduate students only.
Stresses curiosity, observation, challenge, and insight into how children and adolescents learn to become literate beings. Discusses the work and play of literary interpretation including analytic reading, substantive discussion, reflective writing, visual presentation, and dramatic enactment where readers learn to take the words from the page to inform and transform their worlds. Department enforced prereq., EDUC 5245.
Examines processes writers use from early ages to maturity by investigating current research related to writing curriculum, instruction, and policy. Includes opportunities for students to engage in inquiry related to writing curriculum and instruction in K-12 classrooms. Requisites: Restricted to Educ-Curriculum & Instruction (EDCI) graduate students only.
Assumes an interactive model of reading and supports the perspective of assessment as interrelated with curriculum and instruction; examines principles that guide the selection and interpretation of assessment strategies and tools, with a focus on students who are experiencing difficulties with literacy. Department enforced prereq., EDUC 5245. Requisites: Restricted to graduate students only.
Focuses learning on a select group of K-12 students to assess reading proficiency, develop appropriate instructional goals, and provide instruction that addresses these goals. Emphasis on interpreting assessment data, extending a repertoire of instructional strategies, and developing and implementing a strong instructional plan. Department enforced prereq., EDUC 5275.
Examines ways in which adolescents develop literacy through reading, writing, speaking, viewing, and listening. Students learn to plan and organize literacy instruction based on ongoing assessment, to draw on and develop learner's linguistic skills related to reading, to support learner's reading comprehension skills, and to support their learning through oral language development. Department enforced coreq., EDUC 5325. Requisites: Restricted to EDCI or EPSY or EECD or EFPP majors only.
Explores contemporary ideas and issues in the history, philosophy, and sociology of science education and science, science as a social and cultural activity, and how contemporary issues in science relate to and impact educational practice. Same as EDUC 4312.
Prepares teacher education candidates for teaching social studies in a social context. Participants will understand theoretical and developmental processes associated with social studies learning, methods for teaching social studies in a diverse society, andthe integration of classroom instruction with the Colorado Academic Content Standards that foster such processes. Requisites: Restricted to Educ-Curriculum & Instruction (EDCI), Social Studies-Secondary Educ. (EDSS), Anthropology (ANTH), Economics (ECON), Geography (GEOG), History (HIST) or International Affairs (IAFS) majors only.
Explores the historical development of mathematics as a human construct, and the relationship between the discipline and the contemporary school mathematics curriculum. Focuses on the sociology of mathematics education and how cultural traditions and societal needs influence the school mathematics curriculum and educational practice.
Considers historical and ongoing controversies concerning the nature of "English" as an academic field of study and of "English Language arts" as a school subject. Integrates understandings of subject-matter specialization, of approaches to teaching this contested subject, and of the diverse learners that teachers seek to prepare for the 21st century literacies. EDUC 4318 and 5318 are the same course. Requisites: Restricted to graduate students only.
