Educational Studies Course Descriptions

Credit, four hours. Selected contemporary problems and issues; the contributions of history, philosophy, sociology, and other disciplines.

Credit, four hours. Issues and controversies in educational psychology research and theory and their implications for educational practices. Evaluation of research findings and theoretical perspectives; application of major principles and concepts to pressing educational problems.

Credit, four hours. Introduction to theories of child and adolescent development and the contribution of these theories to an understanding of schooling and parenting. Issues in developmental research and theory and their implications for education are included.

Credit, four hours. Theories and principles of human learning and their application to instruction.

Credit, four hours. How Americans have structured the experience by which persons come of age, involving attention to the family, the church, the apprenticeship system, the media, and the community itself, as well as the schools.

(Same as Philosophy 306.) Credit, four hours. Relevance of philosophy to educational practice, illustrated with study of some specific fundamental philosophic issues and the way these impinge upon specific problems of education.

(Same as Sociology 307.) Credit, four hours. The modern school system as a part of the functioning of contemporary communities in the United States. Attention to changing relationships between school and community in the light of population change, social class differences, and shifting values.

(Same as Sociology 307.) Credit, four hours. The modern school system as a part of the functioning of contemporary communities in the United States. Attention to changing relationships between school and community in the light of population change, social class differences, and shifting values.

Credit, four hours. Relationship between culture and the school; processes of cultural development in traditional and modern societies.

Introduction to education as a field of study; the functions of education for the individual and society; and major theoretical perspectives on education from the social sciences.

Credit, four hours. A colloquium devoted to discussion of educational classics, with emphasis on pre-twentieth-century works that have been influential in the Western cultural tradition and that were written in English or that are available in English translation.

Credit, four hours. Educational systems from a comparative perspective and global educational issues that challenge diverse societies.

Credit, four hours. Themes that undergrid contemporary discussions of African American education (i.e., parental involvement, classroom environment, and local control), tracing their development from 1790 to the present.

Credit, four hours. The relationships between and among culture, learning, and teaching, and the impact of these relationships on the achievement of diverse learners.

These courses provide opportunities for course participants to observe, participate in, and reflect on the activities of classroom teachers and their pupils in varied school situations. Weekly seminars facilitate the development of knowledgeable, competent, and culturally responsive educators.

Credit, four hours. Technical and policy issues related to educational measurement in American education. Focus on the uses of educational and psychological tests to improve educational processes.

Credit, four hours. Introduction to the key principles of educational research; focus on educational research as a form of disciplined inquiry.

Credit, four hours. Introduction to basic descriptive and inferential statistics. Use of statistics to support disciplined inquiry in education.

Sustained and cooperative effort directed toward an educational problem of significance. May be repeated for credit, up to eight hours.

Credit, four hours.

Variable credit course; number of credit hours determined by semester.

Credit, up to ten hours.

Credit, four hours.