University supervised, school-based field experience teaching linguistically different students, as well as assistance in the completion of EECD portfolio. Department enforced prereqs., EDUC 5425, 5435 and 5535. Requisites: Restricted to graduate students only.
Offers practical experience in the review, critique, conceptualization, and writing of research studies in bilingual/ESL education. Provides experience in the design of classroom evaluation systems. Department enforced prereq., EDUC 5425. Requisites: Restricted to graduate students only.
Introduces learning theory and teaching practices for mathematics and science learning assistants. Presents theoretical issues such as conceptual development, questioning techniques, cooperative learning, nature of math/science, and argumentation in mathematics and science.
Presents a broad survey of second-language acquisition research. Stresses theoretical concerns and research findings and practical applications to teaching second languages. Gives special emphasis to second-language acquisition. Requisites: Restricted to graduate students only.
Prepares teachers to teach English as a second language in public schools in the United States. Covers both theoretical and applied aspects of language learning and teaching. Recommended prereq., EDUC 5615.
Explores the discipline of sociolinguistics, the study of language variation and use, and its application within education settings. Not designed as an advanced sociology or linguistics course. Areas of study include language variation, speech communities, the ethnolography of communication, speech and social identities, and sociolinguistic research related to teaching and learning.
Examines purposes and practices of assessment in mathematics and science education. Particular attention is given to application of theoretical foundations and contemporary research in the design and use of assessment techniques and tools to support teaching for student understanding. Addresses the role of effective formative assessment in teaching and learning.
Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test. Requisites: Restricted to graduate students only.
Considers various research approaches and methodologies included in education including experimental and quasi-experimental methods; anthropological and case study methods; evaluative research and field studies; correlational; and sociological, historical, and philosophical research. Topics include library research, research criticism, research design, and proposal writing. Requisites: Restricted to graduate students only.
Provides teachers opportunity to explore fundamental mathematical theories and pedagogical perspectives pertaining to the teaching and learning of number and operation. Engages students in explorations of mathematical content underlying number and operations, while highlighting relevant problem solving, reasoning and proof, and mathematical connections. Explores implications of teachers' mathematical learning on their classroom teaching. Develops practices supporting learner's number sense development.
Uses reform-based mathematics curricula to engage participants in algebraic thinking, to reflect on their own knowledge of algebraic concepts, and to examine pedagogical ideas that can foster K-12 students' algebraic thinking and learning. Algebraic topics include patterning, variable, functions, multiple representations, equality, and solving linear and systems of equations.
Explores issues related to how people learn and teach chemistry. Reviews high school and early college chemistry concepts both from the content and pedagogical perspectives. Delves into the chemistry education research, education, psychology and cognitive science literature. Provides an opportunity to observe and/or teach K-12 or college chemistry classes. Department enforced prereq., CHEM 1131, 1133, 1271, or 1371.
Provides an opportunity to explore how to foster geometric thinking while examining fundamental mathematical theory underlying the content area of geometry and measurement. Emphasizes investigative approach involving problem solving, reasoning, connections, and communication as well as learning mathematics content in a flexible and conceptual way. Challenges participants to apply their understanding to teaching practices that foster geometric thinking in K-12 learners.
Learn and develop pedagogically effective strategies for teaching and understanding Earth Science concepts. Particular emphasis is placed on understanding the importance of geoscience habits of mind (i.e. spatial/temporal reasoning, multiple working hypotheses, geographic context). The course focuses upon inquiry and evaluation of evidence, the importance of background knowledge and misconceptions and developing effective discourse within and outside the classroom.
Focuses on teaching probability, data analysis, and statistics in K-12 classrooms. Explores curriculum and assessment strategies in the areas of probability and statistics. Examines research on students' thinking on stochastic tasks and how this research informs teaching practice. Emphasizes deepening of one's conceptual understanding of probability and statistics and their importance in the current information age.
Approaches education policy issues through the rich history of litigation and current legal challenges facing American K-12 schooling. Builds an understanding of the legal and policy development of the American schooling system, particularly in the 20th century. Laws and legal cases will be used as jumping-off points for broader discussions. Requisites: Restricted to graduate students only.
Provides a strong foundation in the various issues of gender and sexual diversity in education. Stimulates explorations into the ways the construct of "gender" affects and is affected by the educational system and process. Presents theory and research about contemporary educational issues related to sexism and homophobia. Encourages development of well-considered views about the various issues, research, and theories.
Investigates controversies in education from a self-consciously ethical perspective, drawing as appropriate from moral and political theory as well as law. Focuses on public education's role in fostering democratic citizenship and providing equal educational opportunity. Critically evaluates various education reform policies and curriculum policies. Applies method commonly used in medical ethics to make decisions regarding concrete ethically problematic cases.
Introduces students to theoretical and empirical contributions of educational psychology, emphasizing applications to educational practices. Topics include learning, development, cognitive processes, social and cultural context, motivation, assessment, and individual differences. Requisites: Restricted to graduate students only.
Applies anthropological perspectives to research in educational settings. Focuses on theories of culture, cultural transmission and acquisition, and cultural reproduction and production for understanding schooling and its outcomes.
Introduces students to recent theoretical and research advances in the study of children and adolescent's cognitive, social and emotional development, with an emphasis on implications for learning in and out of school.
Examines current theory and research on adolescent development, learning, motivation, and academic achievement. Emphasizes how theory and research can inform instructional decisions in the secondary classroom. Requisites: Restricted to English-Secondary Education (EDEN), Social Studies-Secondary Educ (EDSS), Mathematics-Secondary Educ (EDMA) or Science-Secondary Educ (EDSC) graduate students only.
Interdisciplinary introduction to cognitive science, examining ideas from cognitive psychology, philosophy, education, and linguistics via computational modeling and psychological experimentation. Department enforced prereqs., graduate standing or at least one upper-division course in computer science, linguistics, philosophy, or psychology. Same as CSCI 6402, LING 6200, PHIL 6310, and PSYC 6200. Requisites: Restricted to graduate students only.
Interdisciplinary reading of innovative theories and methodologies of cognitive science. Share interdisciplinary perspectives through in-class and online discussion and analysis of controversial texts and of their own research in cognitive science. Required for joint PhD in cognitive science. Same as CSCI 7762, LING 7762, and PSYC 7765. Requisites: Restricted to graduate students only.
Independent, interdisciplinary research project in cognitive science for advanced graduate students pursuing a joint PhD in an approved core discipline and cognitive science. Research projects integrate at least two areas within the cognitive sciences: psychology, computer science, linguistics, education, philosophy. Students need commitments from two mentors for their project. Recommended prereq., CSCI 7762 or EDUC 6505 or LING 7762or PHIL 7310 or PSYC 7762. Same as PSYC 7415, LING 7415, PHIL 7415, and CSCI 7412. Requisites: Requires prerequisite course of CSCI 6402 or EDUC 6504 or LING 6200 or PHIL 6310 or PSYC 6200 (minimum grade D-). Restricted to graduate students only.
