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Course Criteria
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3.00 Credits
Addresses the sociopolitical context of multiculturalism and education, and the sociocultural context of learning. Examines critical issues involved in making schooling responsive to an increasingly multicultural and multilingual society. Required for all doctoral students. Prereqs., EDUC 8210, 8220, 8230 8240, 8250 and 8260.
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3.00 Credits
Examines in depth recent developments in curriculum theory highlighting conceptual, contextual, and normative issues. Substantially explores distinct curricular traditions, corresponding conceptions of the good life along with related approaches to reason and emotion. Focuses on the works of prominent curriculum theorists.
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3.00 Credits
Examines radical analyses, based on class, gender, and race, that public schooling in the U.S. maintains a dynamic of oppression and domination that undermines the schools' democratic premise. Scrutinizes the conceptual framework, interpretive and explanatory adequacy, and ethical justification of radical claims.
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3.00 Credits
Provides an historical perspective of research on teaching, focusing on the evolution of conceptual frameworks, research methods, and research findings. Examines substantive and methodological issues that underlie contemporary research on teaching. Explores areas of research including teacher knowledge and beliefs, teaching for understanding, understanding student thinking, motivation and volition, and classroom assessment.
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3.00 Credits
Explores substantive and methodological issues that underlie current research on learning to teach, teacher education, and teacher professional development. Considers the learning and development of experienced and novice teachers, with an emphasis on learning to teach in ways that conform to reform-based educational ideas.
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3.00 Credits
Introduces students to various paradigms within educational research and how they are employed to study teaching and learning in K-12 classrooms. Includes an analysis of the theories, assumptions, questions, methods, and findings associated with each of them. Restricted to first-year doctoral students in education.
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3.00 Credits
Introduces conceptual and empirical issues and controversies in educational research and policy. Complements other doctoral courses in quantitative and qualitative methodology. Restricted to first-year doctoral students in education.
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3.00 - 4.00 Credits
Explores the use of statistics to formalize research design in educational research. Introduces descriptive statistics, linear regression, probability, and the basics of statistical inference. Includes instruction in the use of statistical software, (e.g., SPSS.) Restricted to first-year doctoral students in education.
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3.00 - 4.00 Credits
Continues the exploration of research design in the social sciences, especially the evaluation of the quantitative research reported in professional journals. Introduces instances of the general linear model (both multiple regression and ANOVA) and its application to educational research. Prereq., EDUC 8230 or equivalent. Restricted to first-year doctoral students in education.
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3.00 Credits
Introduces students to the theory and practice of qualitative research in education. First of a two-course sequence covering research design, theoretical perspectives, and methods. Preference given to first-year doctoral students in education.
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