Course Descriptions
Fall 2006
U ED. 71100 - Media Literacy, Prof. Zuss
The seminar will provide an opportunity to examine the pedagogical and cultural implications of emergent, new media and ‘silicon literacies.’ As new media become ubiquitous they pose challenges to traditional forms and modes of print based literate culture. The primary focus will be on identifying how new media influence contemporary social and educational relations, reforms and practices. Key to questioning the new multimodal literacies will be documenting changes in the acquisition, production and transmission of information and disciplinary knowledges, including differentials in social and symbolic capital. A rapidly changing cultural logic, shifting the balance and ratio of visual imagery in relation to the word and text, compels educators to assess the challenges new media present to traditional textual communities, schools and literate practices. Through an examination of new media formats, including web sites, computer games, interactive installations and computer animation, we will investigate the potentials of the new media in their function , as supplements, replacements, or remediations of text based, K-20 learning environments.
U ED. 72100 - Research
in Science/Mathematics/Technology Ed., Prof. Tobin
This introductory area seminar will review
the recent history of science, mathematics
and technology education in terms of the evolution of relevant theory,
research findings and methodology. A core set of readings will structure
the course, augmented by readings selected by each participant to address
his or her scholarly interests. The themes selected to structure the course
will include learning, teaching, foundations, methodology, educational
technology, curriculum, learning environments, teacher education, assessment
and evaluation, equity, and policy.
The approach in the course will be critical and we will explore authoring, reviewing and writing for different audiences including journals, chapters and books, funding agencies, and IRB panels. As well as reading and writing articles you will participate in peer review in significant ways and make oral presentations to peers. Also, we will explore the uses of various search engines, including the citation indices for the social sciences.
U ED. 73100 - Theory and Method
in Urban Policy Research, Prof. Anyon
This advanced seminar addresses theoretical and methodological approaches
that might be considered when planning research in urban settings. There are
a number of methods available for use in educational research—institutional
ethnography, political economy, narrative, case study, discourse analysis,
participant action research, and quantitative assessment, for example. And
there are many theorists who could be helpful in framing an investigation -
Foucault, Bourdieu, Sassen, Gramsci, Freire, Butler, and Crenshaw (indeed,
Marcus, Fairclough, and Burawoy as well). This course assists students sort
out what theories and methods might meet their research needs. Readings and
projects will be tailored to students' research interests.
U ED. 75100
- History of Teaching, Prof. Semel
This course examines the history of teachers and teaching in urban schools.
Through a number of biographies of city teachers, histories of teachers, and
histories of teaching methods, students will analyze the ways in which urban
teaching has changed over time and how, despite significant social,
political and educational change, there has been significant constancy. The
course will examine a number of themes, including issues of race, social
class, ethnicity and gender, differences in place (urban schools as
different?), differences in types of schools (i.e. public vs. private), the
role of teachers in school reform and methods for writing teacher
biographies and studying teachers’ s lives.
U ED. 75100 -
Qualitative Methods, Prof. Lee
This course will introduce students to
qualitative research methods with a specific focus on ethnographic methods.
Since ethnographic methods are best learned through "hands on" experience
the course will be devoted to giving students an opportunity to practice
fieldwork. Class meetings will include some presentations by the
instructor, but will emphasize active discussion of students' experiences
with fieldwork.
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