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  • EDUC 789: Seminar in School,Community and Clinical Child Psychology

    3.00 Credits
    University of Pennsylvania

    Staff. Current topics in the profession of psychology.
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  • EDUC 803: Readings in Higher Education

    3.00 Credits
    University of Pennsylvania

    Perna. Prerequisite(s): Permission needed from department. Students will study four distinct approaches to the study of higher education in the United States. Students will examine a major work that exemplifies this approach and study how this work has been critiqued by other scholars within that approach. In addition, students will be introduced to the strengths and weaknesses of the logic by which each approach's interpretations are verified. Finally, students will apply the critical skills developed to a series of additional studies of higher education in the United States.
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  • EDUC 806: Narrating the Self

    3.00 Credits
    University of Pennsylvania

    Wortham. This seminar explores, in some linguistic detail, how narrators can partly construct their selves while telling autobiographical stories. The seminar addresses three questions: What is the structure of narrative discourse How might we construct ourselves by telling stories about ourselves If narrative is central to self-constructions, what is "the self"
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  • EDUC 829: Policy Research Seminar

    3.00 Credits
    University of Pennsylvania

    Boe. Prerequisite(s): EDUC 667 or equivalent. A systematic introduction to general issues and methods of research relevant to contemporary education policy or to social policy. Reading, discussion, and analysis of research on a variety of policy topics that illustrate various research methods, issues, and problems.
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  • EDUC 834: Theories of Reading

    3.00 Credits
    University of Pennsylvania

    Lytle. This course is designed as a collaborative inquiry toward constructing and elaborating theories of practice as teachers and/or researchers of reading. Using a seminar or working group format, participants explore the relationships among theory, reading, practice, pedagogy and research. The course's conceptualization is informed primarily by (1) frameworks from critical, feminist and culturally-centered literatures which foreground issues of equity, representation, and ethics; and (2) current conversations in the field of literacy where the definitions, purposes, and practices of reading have been made problematic. It also invites participants to engage the notion that knowledge for teaching and research comes from inquiry into the questions, issues, and contradictions that arise from everyday life. The course provides historical lenses for comparative analyses of theoretical frameworks and research paradigms as well as opportunities to investigate participants' individual histories as well as teaching and research interests.
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  • EDUC 835: Seminar in Reading and Writing

    3.00 Credits
    University of Pennsylvania

    Staff. Participants in the course examine landmark studies in the field of reading, writing, and literacy; explore different approaches to composing critical reviews of the literature for academic journals, dissertations and other research projects; and select, search, and review the theoretical and empirical literature related to a topic of their own interest in the domains of reading, writing and literacy.
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  • EDUC 836: Issues in Instructional Leadership in Reading and Writing

    3.00 Credits
    University of Pennsylvania

    Staff. Participants will consider current critical issues in Reading, Writing, and Literacy, such as: "congruency" in assessment and evaluation; approaches to staff development and curriculum development; and acquisition of the alphabetic principle.
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  • EDUC 838: Applied Research & Reporting

    3.00 Credits
    University of Pennsylvania

    Maynard. Prerequisite(s): Competence in basic statistics and computer literacy. Hands-on experience conducting applied research. Students will be guided through a research project of relevance to education or social policy chosen by the student, with assistance from the instructor. The research entails analysis of one or more public or quasi-public use data sets, such as the National Longitudinal Survey of Youth; the National Longitudinal Survey of Youth Child Supplement; The Teenage Parent Demonstration Data Base; the National Profile of Child Care Settings Data Base; or the National Post Secondary Student Aid Survey. The students will prepare journal-length papers based on their research and respond to the reviews of classmates and the instructor
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  • EDUC 845: Seminar in Microethnography

    3.00 Credits
    University of Pennsylvania

    Howard. This course provides an introduction to theory and method in the unified analysis of verbal and nonverbal behavior as it is culturally patterned, socially organized, and socially organizing in face-to-face interaction, in an approach that integrates participant observation with the detailed analysis of audiovisual records. Students read relevant literature in linguistic anthropology, interactional sociolinguistics, conversation analysis, and embodiment in social interaction. Class requirements include in-class reading presentations, a small microethnographic research project, and several short data analysis reports drawing on differing levels of analysis and differing theortical orientations. A weekly workshop on the collection, transcription, processing, archiving, and presentation of audiovisual records is also included.
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  • EDUC 860: Proseminar in Interdisciplinary Studies in Human Development

    3.00 Credits
    University of Pennsylvania

    Spencer. Corequisite(s): May be repeated for credit. Review of literature on representative developmental topics. The course also incorporates guest lecturers to present research and theorizing covering different aspects of human learning and development. The experience represents an important opportunity for ongoing professinal development. May be repeated for credit. Nonetheless, doctoral students are expected to attend the presentations throughout their doctoral training career even if not enrolled in the course for credit.
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