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  • EDUC 635: Assessing Language and Learning Differences

    3.00 Credits
    University of Pennsylvania

    Gadsden. Prerequisite(s): EDUC 533. Auditors not permitted. This course exposes students to a wide variety of assessments used to look closely at growth in reading/writing/literacy. Students critique both formal and informal approaches to assessment as well as complete structured observations of learners within diverse instructional contents. Emphases include contextual and affective components of reading/language difficulties, innovative assessment procedures, observational strategies and collaborative inquiry.
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  • EDUC 636: Advanced Topics in the Teaching & Learning of Chemistry

    3.00 Credits
    University of Pennsylvania

    Staff. Prerequisite(s): Major or minor in Science. The course will feature research undertaken in the classes of participants. The initial course was designed to examine what was happening and to build understandings about why the teaching and learning of chemistry occurred as it did within the participants' schools, clusters and school districts. This course is intended to develop a cadre of teacher leaders in chemistry. The curriculum will address the particular needs of the students and the standards of the school district. The goal is to implement a curriculum that will lead to substantial improvement in the achievement of high school students. The students will identify from the literature the best practices that are likely to be salient in the conditions in which they teach and adopt these in an effort to attain rigorous standards. They will explore their roles within the school and district as agents of systemic reform and will endeavor to build a local community to sustain high quality teaching and learning.
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  • EDUC 637: Advanced Methods in TESOL

    3.00 Credits
    University of Pennsylvania

    Micheau. Students employ action research techniques and case studies to investigate challenges in teaching second languages in a variety of classroom settings. Based on student self-evaluation, class members also review and deepen knowledge of such L2 teaching issues as form focus within task-based and content-based instruction, learning strategies in second language teaching, and materials adaptation. Readings on research and theory in second language pedagogy lead to a critical consideration of the construct of "methodology" within the diverse sociocultural contexts in which they plan to teach.
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  • EDUC 638: The American High School

    3.00 Credits
    University of Pennsylvania

    Puckett. This course looks at the role, organization and development of the American high school throughout the twentieth century. The contemporary structure and function of the high school is a continuous focus for analysis and comparison.
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  • EDUC 639: Design of Learning Environments

    3.00 Credits
    University of Pennsylvania

    Staff. This course examines different theoretical frames and strategies related to the study and design of learning environments in school, community and online contexts. Physical, social and cognitive aspects of learning situations are considered as students critique and later design a learning environment for a real-world context.
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  • EDUC 640: History of American Higher Education

    3.00 Credits
    University of Pennsylvania

    Gasman. A history of evolution of U.S. higher education that combines the use of secondary and primary sources. The course emphasizes development in the 20th century.
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  • EDUC 641: Language and the Professions

    3.00 Credits
    University of Pennsylvania

    Pica. This course provides a critical perspective on language use in medical, legal, business, and educational settings. Topics include: challenge and control in the courtroom; doctor-patient interaction in diagnosis and treatment; roles and relationships in school contexts. Attention is given to analyzing communication breakdowns in the workplace and identifying practical solutions to them. Issues involving language and power are explored in relation to differential treatment based on sex, age, social class, ethnicity and educational background. Students are given opportunities to write a research proposal and engage in guided research.
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  • EDUC 642: Higher Education in American Society

    3.00 Credits
    University of Pennsylvania

    Perna. Our nation's colleges and universities are affected by social, economic, and political forces. Societal forces impose a variety of demand on higher education institutions, as reflected by calls for greater accountability, improved access, cost containment, and incorporation of new technologies. This course considers the ways that colleges and universities are challenged to respond to demands for increased accountability while maintaining their commitment to such core values as academic freedom and institutional autonomy.
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  • EDUC 643: Instructional Leadership to Promote Learning

    3.00 Credits
    University of Pennsylvania

    Brody. Prerequisite(s): Admission to ELPAP (Educational Leadership Program for Aspiring Principals). This first course of Educational Leadership Program for Aspiring Principals begins with an exploration of values and beliefs underlying leadership in schools. Students examine the knowledge, dispositions and performances needed for the continuous improvement of K-12 instruction, including those identified in the standards for school leaders promoted by the Interstate School Leaders Licensure Consortium (ISLLC). We study current research in learning, teaching and assessment by focusing on student achievement in K-12 literacy and social studies. Students develop field inquiry projects related to these two curricular areas as they gain insight into how effective school leaders connect theory and practice. Coursework includes interactive case studies, team projects, panel presentations and guest speakers.
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  • EDUC 644: Technology-Mediated Teaching & Learning

    3.00 Credits
    University of Pennsylvania

    Staff. Students in this course will critically evaluate the role of technology in education. Through a range of inquiry projects, research analysis and hands-on experience, students will examine the potential risks and benefits, as well as strategies of use for technology-mediated teaching and learning. Technologies considered will include: skill-building software, microworld software, visualization and modeling tools, internet search tools, media production tools, and collaboration technologies.
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