Graduate Courses (Social and Philosophical Foundations of Education 310)
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15:310:500
Curriculum and Instruction (3)
Integrated
view of problems of curriculum and instruction at the elementary and
secondary levels, including (1) the various roles of the professional
teacher, (2) problems of curriculum design, and (3) interrelationships
between current issues and social forces.
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15:310:501
History of Educational Thought (3)
Impact of the development of thought on education within the context of the intellectual history of Western civilization.
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15:310:502
History of American Education (3)
Historical survey of education in America from the colonial era to the present.
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15:310:503
Comparative Education (3)
Contemporary educational theory and practice as reflected in the analysis of national educational systems. Focus on international reform policies, comparative assessments, and the influence of globalization.
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15:310:505
Curriculum Development in the Secondary School (3)
Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.
Recommended: Secondary school teaching experience.
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15:310:508
Society, Community, and Education (3)
The community context of education, including the early socialization of the child, the stratification of the population, the political control of education, and the informal impact of community; the interpretative framework of society. Students may concentrate on specific community studies or dimensions of particular personal concern.
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15:310:510
Curriculum of Middle and Junior High School (3)
Analysis and evaluation of significant curriculum practices of the middle and junior high school with suggestions for new lines of development; consideration given to organizational patterns.
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15:310:512
Race, Ethnicity and Inequality in Education (3)
This course explores the complex relationship between race, ethnicity and inequality in U.S. education. Drawing on multiple disciplinary frameworks, the course examines schools as sites where racial/ethnic inequality is both produced and resisted. The course interrogates the idea of "race" from various theoretical perspectives. It examines the history of exclusionary treatment of racially oppressed groups, and the divergent conceptual frames that educational researchers have utilized to understand how race and ethnicity affect school experiences. It looks inside schools to explore the institutional structures and everyday practices of schooling that produce and sustain inequality. The course analyzes policies that aim to remedy educational inequities.
Prerequisites: Sociology or Anthroplogy of Education, or permission of instructor.
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15:310:515
Philosophy of Education (3)
Twentieth-century educational theorists. The public school movement, the school/education tension, and contemporary trends.
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15:310:517
Educational Classics I (3)
Analysis of selections from the classical literature of education, including works by Plato, Aristotle, Augustine, Aquinas, Luther, Calvin, Comenius, Locke, and Rousseau.
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15:310:518
Educational Classics II (3)
Selections from the classical literature of education, including the works by Pestalozzi, Herbart, Froebel, Mann, Harris, and Dewey.
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15:310:520
Sociological Foundations of Education (3)
Leading principles of sociology and anthropology and exploration of their function in education; topics include the concepts of status and role in the school, role conflicts, the social system and culture of the school, social class difference in education, and functional analyses of educational problems.
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15:310:521
Social Philosophies and Education (3)
The meaning and purpose of public education in a democratic society. Ideology critique, conceptual analysis, and school study.
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15:310:522
History of School Reform in America (3)
This course examines three key phases of K-12 school reform in America: the Progressive Era, the Civil Rights Movement, and our current period of Standards-Based Reform. For each reform period there will be an examination of the competing claims of historians and policy analysts over what happened, why, and how we know. The course will also examine primary sources used to make our own interpretations of historical change. Why do some reforms succeed while others fail? How does our understanding of the past inform our current prognosis of the problems and solutions for American education? Students will leave the course with a solid understanding of modern American educational history, historiography, and the process of school reform.
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15:310:524
Education and Social Change (3)
The sociological approach to social change; various definitions and sources of social change; the role of education as an aspect of planned change; the historical role of education as a normative institution in light of society's need for radicals and radical thinking.
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15:310:525
Moral Values and Public Education (3)
Moral aspects of education and the school as an institution; problems in public and private education, church and state relations, and individual and social orientation as these relate to moral systems and qualities.
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15:310:528
Contemporary Issues in American Education (3)
Current criticism of education, its practices and theory.
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15:310:531
Anthropology of Education (3)
This course examines the relationship between individuals, culture, learning, and teaching from the perspectives of educational anthropology. Cultural anthropology as a field broadens our definition of education to include all forms of teaching and learning--within and outside of schooling. Education is constituted by the variable and dynamic processes through which humans teach and learn values, norms, ethics, skills, behaviors, knowledge, etc., of their cultures and societies. This course is organized around several key themes in the field of educational anthropology and is designed to orient students to some of the foundational concepts and debates in the discipline.
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15:310:535
Problems in Secondary School Teaching (3)
Analysis of teaching problems in classroom situations in light of research and practice.
Prerequisite: Three graduate credits in secondary education or secondary curriculum.
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15:310:536
Methods of Educational Ethnography (3)
This course is an introduction to doing and thinking about educational ethnography. Ethnography is the study of culture and social organization through fieldwork. Participant observation and interviews are the primary tools of the ethnographic trade. Ethnographic research is descriptive and interpretive in nature. Ethnographic research represents the various ways that people live and make sense of their experiences, and it describes the types of social organizations (for example, gender relations, class relations, racial/ethnic formations, local and national contexts) that, in part, structure social actions and meanings. Students will learn ethnographic methods by doing them. Applicable as a research course. Open to doctoral candidates.
Prerequisites: Sociology or Anthropology of Education; an introductory course in qualitative methods, or permission of the instructor.
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15:310:537
Ethics and Education (3)
Examination of ethical theory and its relation to dilemmas of educational practice and policy. Focus on connections between various theoretical approaches to ethics, such as pragmatic, feminist, and metaethical, and a range of practical and policy questions in education, such as grading, discipline, and professionalism.
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15:310:540
Gender and Education (3)
This
course is designed to provide an overview of the major discussions and
debates in the area of gender and education. In addition, there will
be an opportunity to pursue some topics in greater depth through
reading and research projects. While the intersections of gender,
race, class, ethnicity, and sexuality are emphasized throughout the
course, the focus of the research we will read is on gender and
education in English-speaking countries (e.g., the U.S., Great Britain,
and Australia.) This course examines theoretical understandings of
gender and uses these theoretical frameworks to read popular literature
on gender and education. The course focuses on key issues in
relationship to gender, teaching and learning. The course draws on
varied disciplines to investigate gender in theory and educational
practice.
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15:310:541
Social Class Influence on Education (3)
Examination of current sociological and anthropological theories of social stratification that underlie educational policies and practices, with emphasis on the works of Warner, Davis, and their critics; topics include social class structure, indicators of class position, differences in socialization and mobility, testing biases, and critiques of social class influences in education.
Prerequisite: 15:310:520 or permission of instructor.
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15:310:544
The School as a Social System (3)
Detailed study of the social organization of people in the school and its influence on teaching, administration, and learning; analyzing and understanding school and classroom as a social system; student cliques and achievement, informal organization of the faculty, relation of formal and informal organization, values and the school social system, school culture, and resistance to change.
Prerequisite: 15:310:520 or permission of instructor.
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15:310:551
Role of the School in American Society (3)
Introduction to educational theory; American systems and theories of education, the nature and genesis of formal education as idea and institution, and the values associated with them.
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15:310:561
Issues in Afro-American Studies I (3)
Historical issues relevant to Afro-American studies: the
appropriateness of available historical materials, assessment of
radical biases, and other factors affecting presentation of
Afro-American studies.
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15:310:562
Issues in Afro-American Studies II (3)
Contemporary aspects of Afro-American studies; the relevance of Afro-American studies to current problems, the role such studies may play in public school curricula, and the impact of such studies on minority group members.
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15:310:581
Special Issues in Higher Education (BA)
Foundations course emphasizing sociological and philosophical dimensions of the college and its environment. Current issues are studied in depth and determined by mutual interest of staff and students.
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15:310:599
Master's Thesis Research (BA)
The library research, data gathering, and writing necessary to produce an acceptable thesis. Work is planned and carried out under the supervision of the thesis committee.
Prerequisite: Permission of adviser. Required of students who plan to submit a thesis in partial fulfillment of the requirements for a master's degree.
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15:310:601
Problems in History of Education (3)
Selected problems in the history of education; works of major figures as they relate to the history of education. Applicable as a research course.
Prerequisite: Permission of instructor.
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15:310:602
Directed Reading in the Social and Philosophical Foundations of Education (BA)
Extensive reading in the humanistic and sociological foundations of education. Careful consideration given to the interests and background of the individual students in devising the reading list. Reports and/or papers on the reading required.
Prerequisite: Permission of adviser.
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15:310:603
Seminar in Ethnography (3)
Designed for students interested in conducting ethnographic pilot research in anticipation of writing dissertations. Enhances methodological skills required for such research designs, sustained data collection, data analysis, and interpretation. Provides support system for sustained peer review and collaboration in developing research designs and doing fieldwork.
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15:310:605
Practicum in School Supervision and Curriculum Development (BA)
Laboratory course for advanced students and in-service teachers, administrators, and supervisors. Analysis and treatment of problems relative to curriculum, teaching, and supervision. A problem topic must be selected by the student and approved by the instructor.
Prerequisite: Permission of instructor.
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15:310:607
Seminar: Special Problems in Educational Theory (3)
Theoretical aspects of education. Topics selected for study and particular approaches vary from term to term.
Prerequisite: Permission of instructor.
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15:310:608
Pragmatism and American Education (3)
Views of the pragmatists as they relate to American education; works of James, Dewey, Peirce, Mead, Childs, Bode, and Kilpatrick included.
Prerequisite: Permission of instructor.
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15:310:610
Independent Study in Social and Philosophical Foundations (BA)
Gives students an opportunity to pursue study in areas of their own interest. Students who have well-structured areas of interest will, in consultation with appropriate faculty, design a plan of study and execute it.
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15:310:611
History of American Higher Education I (3)
Explores the history of American higher education from its origins to the beginnings of the 20th century; aims of higher education and the forms taken by institutions examined in the context of social and intellectual history.
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15:310:615
Seminar in Philosophy of Education (3)
Technical problems in philosophy of education. Each student writes and defends at least one research paper on some problem in philosophy of education. Applicable as a research course.
Prerequisite: Permission of instructor.
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15:310:625
Advanced Seminar in Curriculum Theory and Development (3)
Research and theories employed in developing various curricula and the means for testing curriculum theories.
Prerequisite: Permission of instructor.
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15:310:701
Research in Social and Philosophical Foundations of Education (BA)
For graduate students writing doctoral dissertations on topics in social and philosophical foundations of education (anthropology, curriculum theory and development, economics of education, educational theory, history, philosophy, or sociology).
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15:310:800
Matriculation Continued (0)
Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
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15:310:866
Graduate Assistantship (E-BA)
Students who hold graduate assistantships are required to enroll for 3 or 6 E credits per term in this course.
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15:310:877
Teaching Assistantship (E-BA)
Students who hold teaching assistantships are required to enroll for 3 or 6 E credits per term in this course.
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