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EDUC 613: Group Counseling
3.00 Credits
University of Pennsylvania
Staff. Prerequisite(s): EDUC 686 Psychological Interventions. Through didactic and experimental learning activities, students will explore various theoretical approaches to groups, learn and apply principles of group dynamics, develop familiarity with ethical, legal and professional standards relative to group leadership, learn member roles and functions in group, examine group counseling in a multicultural context, and relate these issues to the leader's interpersonal style and behavior. Applications to specific developmental stages and contexts will be explored.
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EDUC 613 - Group Counseling
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EDUC 614: Child Development and Social Policy
3.00 Credits
University of Pennsylvania
Slaughter-Defoe. Prerequisite(s): Introduction to Child or Adolescent Development preferred. This course focuses on the interrelationships among social scientists, their research, and public policy of children and families. A major objective is to offer students sufficient historial research-related background for understanding the framing of policy issues relevant to the education and development of children impacted by poverty and ethnic minority social status. The class format is a graduate seminar with emphasis on the exchange of views between students.
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EDUC 614 - Child Development and Social Policy
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EDUC 615: Parenting and Children's Educational Development
3.00 Credits
University of Pennsylvania
Slaughter-Defoe. Theory and research on family influences on achievement development, models of the home-learning environment; parental involvement in schools.
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EDUC 615 - Parenting and Children's Educational Development
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EDUC 616: Teaching and Learning
3.00 Credits
University of Pennsylvania
Staff. Prerequisite(s): Permission of instructor. The course explores theoretical and empirical perspectives on the questions: What is knowledge and knowing What is learning What is teaching How do contexts influence teaching, knowing, and learning A central goal of the course is to encourage students to consider these questions and their interconnections for themselves, to examine ways scholars and practitioners have answered them, a nd to develop an analytical framework to use in examining contemporary practices in settings that include formal and informal, urban and international.
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EDUC 616 - Teaching and Learning
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EDUC 617: Psychology of School-to-Career Transitions
3.00 Credits
University of Pennsylvania
Staff. Prerequisite(s): EDUC 685 Career Development. This psychology course will focus on the developmental and emotional changes that coincide with adolescents' conceptions of work and work-related activities. As a course in career psychology, students will be exposed to readings from multiple disciplinary perspectives and will be expected to learn how to work with youth as they struggle through decisions on career and moving beyond the safety of childhood and adolescence. In addition, students will learn about the family-youth and school-student relational dynamics and that occur simultaneous to the adolescent's development of a work ethic.
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EDUC 617 - Psychology of School-to-Career Transitions
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EDUC 618: Leadership in Educational Institutions
3.00 Credits
University of Pennsylvania
Kuriloff. How can students become effective, visionary educational leaders Are leaders made or born What is the relationship between leadership and followership To find answers, students read, observe a practicing leader, examine their own assumptions, assess their strengths and weaknesses as leaders and create a developmental plan to improve their competencies.
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EDUC 618 - Leadership in Educational Institutions
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EDUC 619: Critical Perspectives in Contemporary Urban Education
3.00 Credits
University of Pennsylvania
Schultz. The focus of this course is the conditions for teaching and learning in urban public schools, current theories of pedagogy in urban education, and perspectives on urban reform efforts.
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EDUC 619 - Critical Perspectives in Contemporary Urban Education
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EDUC 621: Proseminar in Professional Education
3.00 Credits
University of Pennsylvania
Staff. An integrative seminar that will provide an opportunity to reflect, orally and in writing, on the issues of quality, stability, and change in teaching, curriculum and school organization, toward the aim of fundamental reform in educational practice.
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EDUC 621 - Proseminar in Professional Education
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EDUC 622: Responding to Literature:An Interdisciplinary Perspective
3.00 Credits
University of Pennsylvania
Sipe. This course deals with the ways in which readers respond to and transact with literary texts, and aims at helping students understand the nature of the variety of ways in which literature interfaces with our lives. Three different types of discourse are read: literary criticism; empirical research on response to literature; and literary texts themselves. Various types of literary criticism are considered, including (but certainly not limited to ) what is commonly called "reader response criticism"; text-based criticism; and criticism that contextualizes literature socially and historically. The empirical research on response deals with ways in which readers of various ages interact with literature, mostly in school settings; some attention is given to instructional design and critique of methodology. The literary texts range from picturebooks to literature for young adults.
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EDUC 622 - Responding to Literature:An Interdisciplinary Perspective
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EDUC 623: Childhood Interventions
3.00 Credits
University of Pennsylvania
Slaughter-Defoe. Prerequisite(s): EDUC 560 Human Development. The course addresses the following key questions: what is early childhood intervention What was it, and what has it become What are its historical roots in child development research, early childhood education, special education, and maternal and child health However, while addressing earlier conceptual issues, this survey course also links these conceptualizations to contemporary developments in the field that are of special significance to educators.
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EDUC 623 - Childhood Interventions
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