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Course Criteria
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3.00 Credits
Students in the course consider curriculum theories 1970- present in relation to the assumptions and implications and the social, cultural, political and historical movements in which they are embedded. Curriculum studies as a field is explored, as is its intersections with related fields of study (e.g. disability studies, gender studies, race studies). Students explore ways in which curriculum theory can be transformative for educational practice and policy. A field component is included in the requirements of this course. Prerequisite(s): Doctoral standing or consent of instructor. 3 semester hours
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15.00 Credits
Students will identify, analyze, and critique theoretical frameworks and practical applications of multiple perspectives on curriculum planning, organization, and evaluation. Aspects of official, enacted, overt, hidden, null, and out-of-school curricula will be explored. All perspectives will be considered through critical examination of contemporary curriculum concepts, practices, and proposals that are dominant at the time the course is offered. The course will involve a 15-hour field research project as well as group deliberation regarding the ways in which various forms of curriculum analysis can be used to understand and enhance ongoing curriculum plans in a school, district, or other educational setting. Prerequisite(s): Admission to CSI doctoral program OR permission of instructor. 3 semester hours COURSE DESCRIPTIONS 284 NATIONAL COLLEGE OF EDUCATION
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3.00 Credits
This course focuses on the nature, dimensions, and contexts of professional development in the field of education. Such professional development is examined within a framework of school change and recent history of school reform efforts. The course explores the instructional implications of professional development within this context. 3 semester hours
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1.00 Credits
Curriculum Seminar provides doctoral students with an opportunity to further immerse themselves in curriculum and social inquiry studies through selected readings, discussions, speakers, and related activities. Seminar also provides students with an ongoing community as they engage in scholarly work. Seminar is taken for 1 semester hour per quarter for a total of 6 semester hours. Three of the 6 semester hours must be completed in consecutive quarters. All 6 semester hours must be completed prior to the final dissertation hearing. Seminar is taken for a Pass or Fail grade which will be assigned after the completion of all 6 semester hours. 1 semester hour
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3.00 Credits
This course explores historical and current theoretical models and paradigms that have shaped educational beliefs and values about disability. Its purpose is to provide participants with several of the multiple epistemological frames that underlie pedagogy of disability. Among the paradigms to be considered will be behavioral and social learning theories, medical models, and cognitive and psychodynamic theories. Emphasis will be place on the contributions and implications for practice of each paradigm. The course also examines and critiques the consequences and tensions between the beliefs inherent in each, the social meanings of disability in each, and the resulting policies and practices. 3 semester hours
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3.00 Credits
This course covers the basic tools utilized in the social analysis of policy and to analyze and critique the assumptions, ideologies, politics, and implications of policy for disabled people in education. Students will be given opportunities to socially analyze and critique policy from their chosen field (e.g., curriculum, special education, teacher education, literacy, leadership). Assignments will encourage students to observe, analyze, and critique policy making in action; develop a scholarly stance toward policy analysis; recognize the connections between justice for disabled people, social action, policy, and practice; and formulate ideas and strategies for being change-agents in their chosen educational context. 3 semester hours
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3.00 Credits
This course explores processes of activism and change across a variety of contexts. The primary focus is on the means necessary to foster personal, social, institutional and legislative changes necessary to promote the inclusion of people with disabilities into every aspect of social and educational life.The roles and processes of advocacy, consciousness raising, activism, service learning, emancipatory research, and critical pedagogy are addressed. Psychological, social, and educational processes involved in constructing marginal "others" and in being a change agent is considered. Insights gained and strategies used in prominent social movements, including the disability rights movement, is investigated. 3 semester hours
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3.00 Credits
This course critically explores implications, meanings, and uses of educational and psychological assessment in the social construction of ability/disability. Historical, philosophical, and scientific foundations of assessment will be explored and interrogated. Historical and contemporary theories and practices of assessment will be considered from positions of race, ethnicity, gender, social class and disability. Social and political uses of assessment will be evaluated from anthropological, sociological, educational and psychological perspectives. Stipulations regarding assessment in IDEA will be addressed and problematized. Uses of assessment in diagnosis and remediation, educational planning, labeling and maintenance of existing social hierarchies will be examined. 3 semester hours
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3.00 Credits
This course critically examines the foundational grand narratives of progress and emancipation evident in a traditional or modernist conception of disability in education. Course participants will draw from the critical perspectives of postmodernism and poststructualism to explore the assumptions, conceptions and discontinuities evident in laws, teacher training, school practices and personal experiences related to educational structure and practices surrounding disability. The course readings and assignments represent a variety of critical research paradigms that serve as examples for student research projects and theses. 3 semester hours
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3.00 Credits
A doctoral seminar dealing with issues in education as they relate to disability and equity. 3 semester hours
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