Texas A&M University
Teaching
Graduate
Educator as Researcher
Develops action research skills to enable students to critically analyze insights into the historical, philosophical, and social foundations of reflective teaching and leadership in educational environments. Includes an analysis of theories, methodologies, implications, and actions related to educational action research. (Substantially revised to include broader variety of action research traditions, methods, and perspectives.) evaluations | syllabus
Urban Education
This course is designed to develop and deepen students’ knowledge base in urban education. Throughout this course, students will be able to share and discuss theoretical and conceptual frameworks that inform research and reform in urban schools. Furthermore, students will examine historical perspectives, challenges to reforming urban schools across various educational eras in the U.S., and insights concerning how to more effectively support teachers and learners in urban settings. Usually, this is the first course in a series of classes that will establish an expertise in urban education. evaluations | syllabus
Strategies for Teaching in a Culturally Pluralistic Society
This course is designed to provide students historical information and pedagogical insights concerning teaching in culturally, linguistically, ethnically, and economically diverse (CLEED) classrooms and working in CLEED environments. In addition, the course will address cognitive, affective, and sociocultural aspects of learning and teaching CLEED learners and issues relative to working with a CLEED workforce. evaluations | syllabus
Urban Schools & Communities
This course provides students with a comprehensive understanding of the social forces that affect urban schools and communities. Students in the course will examine the sociological, historical, philosophical, anthropological, and political dimensions of urban schools and community change. evaluations | syllabus
Teaching in Urban Environments
Provide educators with historical perspectives, pedagogical knowledge, and insights concerning educational experiences of teachers and learners in urban environments. Addresses cognitive, psychomotor, and affective aspects of teaching and learning in urban environments. evaluations | syllabus
Professional Development Strategies for Teachers
This course emphasizes a framework for designing professional learning and development. Knowledge and beliefs supporting professional development, context factors influencing professional development, and critical issues to consider in designing effective professional development are important considerations. Strategies for professional learning are explored. evaluations | syllabus
Cultural Foundations of Education
Analyzes the purpose and function of schools and the development of the U.S. as it relates to education and to teaching and working effectively in a culturally pluralistic society. Examines historical, philosophical, political, and sociocultural perspectives; influences of race, class, culture, ethnicity, gender, and power in the education system; and culturally relevant and responsive curriculum and instruction for providing all children an equitable and quality education. evaluations | syllabus
Multicultural Education: Theory, Research, & Practice
Theory and research that undergirds the discipline of multicultural education by exploring the philosophical, anthropological and psychological theoretical frameworks. evaluations | syllabus
History of Education
The genesis of formal education in the Western world beginning with the ancient Greeks and working through the Enlightenment; tracing the idea that schooling is a fundamental part of human existence and therefore crucial to all questions concerning the human condition. (Amended to include indigenous, underrepresented, and non-Western perspectives and contributions) evaluations | syllabus
University of Cincinnati
Graduate
Practitioner Action Research II
This course is the second semester of a two-semester sequence. The goals of this second course are to help students take a research project they began in PAR I and move it toward presentation and/or publication. The course is run as a colloquium, where intensive investigation of students' research questions, data, and analyses serve as the focus of discussions. The curriculum for the course is therefore shaped in large part by the projects on which students are working. syllabus
Curriculum & Instruction: Theories and Trends
This course focuses on how curriculum and curricular activities are developed and impacted by legislative and socio-political forces. Investigates the interaction of curriculum implementation and models of instruction in respect to student learning as well as how that curriculum is shaped. evaluations | syllabus
Undergraduate
Introduction to Education
Field-based course that provides knowledge about, and critical analysis of, the development and structure of schooling and teaching in the United States. It explores teaching as a profession; school governance and finance; issues of practice; historical, socio-cultural, philosophical, political, and legal foundations of education; and current educational reform. (Includes field-experience; Diversity & Culture/Historical Perspectives core course, revised to incorporate 50% primary source content) evaluations | syllabus
High School - Action Research Center Partnership
Global and Practical Ethics Seminar
Students will learn about philosophies of ethics in order to apply these philosophies to their own understandings and experiences in their personal lives and as members of local, national, and global societies. They will be encouraged to critically examine these theories as well as their own thinking and perspectives. Students will be introduced to non-Western philosophies of ethics in order to understand how these are similar and different from Western norms, and to better understand events abroad and relationships between people from different cultures, as well as to deconstruct and critically examine the dominant norms at home and throughout the world. end-of-course survey | course objectives
[Disclaimer: Students seem to think that our democratic/shared-assessment means they autonomously grade themselves!]
Undergraduate
Foundations of Education in a Multicultural Society
Core course providing prospective teachers—and other professionals—with background information and insight into the cultural, historical, and philosophical foundations of education in a multicultural society. (GANT & GAT supervisor) evaluations | syllabus
Introduction to Culture, Community, Society, & Schools
Field-based course that introduces the culture of schooling and classrooms for analysis within the lens of language, gender, racial, socio-economic, ethnic, and academic diversity; the family as a partner in education and educational equity discussed. (Includes field-experience; completely revised; designee for International & Cultural Diversity core course certification; course manager, field experience contact, and GAT supervisor) evaluations | syllabus
Topics
Click Present, then you may click the Prezi icon on lower right to view full size
Transylvania University
Undegraduate
Foundations of Education
This course is an introduction to the historical, social, cultural, and philosophical foundations of education in the United States. It explores education as a discipline that asks and answers fundamental questions, particularly those that consider how sociocultural theory, learning theory, philosophy, sociology, and psychology have influenced the discipline of education. Attention is paid to how the answers to these questions have historically and currently intersect with the larger question of what schooling is for. Analysis reveals that the answers to these questions at various points in our schooling history have privileged some and marginalized others. Therefore, this course continually intersects historical foundations with contemporary approaches, and examines connections to race, class, ethnicity, gender, and other identity categories within the school context. Requires 10 field hours in a school setting.
Schooling in U.S. Culture: History, Philosophy, Trends, and Practices
This course historically situates current American schools while examining disparate philosophic ideas that have informed schooling practices in the past and now. Issues related to the institution of schooling in a complex and culturally diverse society form an integral part of the course: a major part of the course requires students to view schools through the lenses of dominated populations. Ten hours of classroom observation are required for education majors and an alternative assignment is required for non-majors. (upper-level Liberal Arts; writing-intensive course)
Philosophy of Education
This course examines recurring philosophic questions related to the nature of knowledge and formal educational systems through the study of classic and contemporary philosophic texts. Educational theories, curriculum matters, and other schooling controversies are analyzed considering the disparate philosophic theories. The question of what it means to be an educated person is the focus of the course. (upper-level Liberal Arts course)
Critical Frameworks in Education
This course examines practical and theoretical frameworks stemming from the Critical tradition that are driving important debates in education and influencing cutting-edge educational research, policy, and practice today. Particular emphasis is placed on how these frameworks apply to education in a democratic and pluralistic society such as that of the United States. The education system is analyzed and explored through frameworks such as: Critical Theory, Critical Pedagogy, Critical Race & Ethnicity Studies, Critical Studies in Gender & Sexuality, Critical Disability Studies, Critical Youth Studies, Critical Whiteness Studies, and/or other critical frameworks. Students have opportunities to convey their learning through written, spoken, visual, artistic, nature-based, musical/theatrical, and other modalities in both individual and group assignments and activities. (upper-level Liberal Arts course)
