|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
A major purpose of the course is to study the research and policy literature related to neighborhoods, schools, and the corresponding opportunity structure in urban America. The course is informed by theoretical models drawn from economics, political science, sociology, anthropology, education and law. A major focus is to gain greater understanding of the experiences and opportunity structure(s) of urban dwellers, in general, and urban youth, in particular. While major emphasis is placed on data derived from the interface of urban environments and the corresponding institutions within them, the generational experiences of various ethnic groups complement the course foci.
-
3.00 Credits
See Educ 301C (The American School). A further analysis of the development of American schooling within the context of American social history. Focus on three general themes: differing conceptions of schooling held by leading American educational thinkers, changing relationships among schools and such other educational institutions as the church and the family, policy issues that have shaped the development of schooling in America. Additional discussion, writing, and research is expected for graduate credit.
-
3.00 Credits
This course offers an introduction to teacher inquiry and provides a foundation of skills, knowledge, and performances that effective teachers use to monitor and improve practice. In this course teachers are actively involved in their own teaching and learning with an emphasis on the following: (1) Reflective practice: reflective practitioners continually evaluate the effects of their choices and actions on others (e.g., students, parents, and other professionals in the learning community) and actively seek out opportunities to improve practice and grow professionally. (2) Use of technology: teacher leaders model the use of media and technology as tools of inquiry. This course supports teachers to do the following: use multiple sources of data to assess the growth of individual learners; use assessment data to adjust curriculum and instruction to student needs; investigate their own biases, assumptions, and ideologies and monitor the effects on student learning; conduct research in the classroom to assist them in improving their practice; and use portfolios and other reflective practices to document and monitor their professional development. Offered spring semester.
-
3.00 Credits
This course examines the communicative patterns of what is called variously African-American language, Pan-African linguistic systems, and Ebonics within the context of public school policy and practice. In addition to a review of the structural and pragmatic aspects of Black speech, the course highlights relationships between controversies within the linguistic community, contrasting views of speech within Black lay communities, public discourse, and educational policy. Students also conduct a field-based research project in accord with their particular interests.
-
3.00 Credits
Same as Psych 4351
-
3.00 Credits
An advanced seminar with readings exploring education, historical studies, and feminist theory. Each student writes a paper, based on research in local archives and in other primary sources, on a topic related to women in higher education and/or professions. Prerequisites: junior standing or above; some background in American history.
-
3.00 Credits
A course for those students who have an interest in teaching or educational design: This graduate/advanced undergraduate course focuses on the design and construction of educational projects for schoolchildren in the middle- and high school levels of mathematics and science. Students in the course, in small group collaborations, conduct an entire cycle of design, implementation, and evaluation of a small math or science project (or both) for local middle or high school students. Projects are aligned with state and national standards, so they could be used in Missouri public schools. Creativity is encouraged. The class includes four phases of work throughout the semester: (1) Ongoing reading and discussion of the national and state standards for math and science instruction, and of research literature on inquiry in science and math education; (2) design of project activities, materials, and assessments, including specification of content, pedagogical and technology goals, and alignment with standards; (3) conduct of the teaching projects at selected sites with middle-school or high school students; (4) evaluation of projects in a final presentation and report. Students in science, mathematics, psychology, and education, with interests in teaching, educational research, or educational outreach, are encouraged to attend.
-
3.00 Credits
What does the integration of electronic technology into classrooms, projects, and informal settings mean for the development of our students' understanding of mathematics and science? What implications does it have for our own content understanding, and for how we lead our students in the classroom? Can we really integrate information technology into the classroom in ways that truly enhance student inquiry and reasoning? This course focuses on the function, design, use, and effectiveness of electronic technology in mathematics and science education, and, in particular, how it interacts with content and classroom practice. A primary perspective in the course is the ways in which electronic tools can be used to promote understanding and interpretation of data and quantitative thinking as springboards to inquiry, modeling, and the doing of "authentic science." Participants learn several software applications and computer-based curricula and read current research on the implications for the learning sciences of technology and modeling in science and math. Content emphasis is from middle- and high school science and mathematics, and accessible to all teachers of science and math. In-service teachers, graduate students, and advanced undergraduates in education, mathematics, science, and psychology are invited.
-
3.00 Credits
This course introduces the concepts of the learning sciences as related to mathematics, science, and technology education. The focus of the course is on how students learn fundamental concepts selected each semester from topics such as number, space, shape, data, operations, functions, rate, balance, density, etc. and how their ideas evolve and develop over time. The inventiveness of children's thinking and the sophistication of their interactions are shown as rich resources, often underutilized in typical classroom instruction. The developmental and epistemological theories of scholars such Jean Piaget and the von Hieles are contrasted with sociocultural and linguistic approaches such as of Lev Vygotsky, Sylvia Scribner and Michael Cole, and the pragmatic theories of John Dewey. Topics include studies of error patterns, misconceptions, alternative conceptions in mathematics and science and how these relate to outside experience, student interactions, and discourse patterns using excerpts from real classrooms. Students are expected to read original works, learn to analyze video interviews from each perspective, and to read and summarize existing literature on children's reasoning for specific topics. The course is targeted toward upper-division undergraduates, master's and doctoral students in education, psychology, and/or mathematics and science, and adjusted to meet these various levels of preparation.
-
3.00 Credits
Writing teachers often know how to write well but less about the teaching of writing. To provide effective instruction in writing, teachers need, first of all, experiences with writing instruction and theoretical knowledge to guide classroom practices. The goals of this course are as follows: to provide opportunities for all teachers of English and language arts, to develop theoretical knowledge and skill as teachers of writing, to connect the practices of research and teaching, to encourage teachers to give their students multiple and varied experiences with writing, to assist teachers in learning to respond to students' writing and assess their progress as writers. Offered spring semester.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|