Emphasis in Teaching, Learning and Culture

 

There is an urgent need for highly educated professionals to understand research and best practices in order to assist schools and practicing educators in increasing overall achievement in the U.S. and closing the persistent achievement gap between students from different socioeconomic and ethnic groups. To that end, the faculty who work in the areas of Teaching, Learning and Culture offer classes and research experiences aimed at merging accountability in education with a focus on justice. Doctoral and Masters degree candidates who focus on Teaching, Learning and Culture often have professional goals such as:

  • To become professors in universities and colleges educating future K-12 teachers and administrators
  • To become researchers and/or policy makers in public and private arenas focused on K-12 schooling
  • To become principals, superintendents or other administrators (such as directors of curriculum or professional development) in public or private schools
  • To develop curriculum for public or private organizations such as schools, universities or materials publishers
  • To become university educators in related fields such as nursing, speech therapy, and educational psychology.

 

Courses

In order to accommodate the schedules of full-time professionals, courses are taught primarily at 4:00p.m. and 7:00p.m. Transdisciplinary study is encouraged and students are supported if they wish to take some of their course work in related fields outside of education. Students may also decide to balance a couple of emphases areas inside the School of Educational Studies.  For example, you may want to combine an emphasis in Teaching/Learning and Culture with Educational Policy, Evaluation and Reform, Higher Education/Student Affairs or Special Education.

Courses specifically related to teaching/learning and culture include, but are not limited to:

  • Learning and Pedagogical Theories
  • Closing the Achievement Gap
  • Social Capital, Cultural Capital and Educational Opportunity
  • Research for School Leaders
  • Politics of Urban School Reform
  • Readings in the History of School Reform
  • Cognitive Development in Education
  • Reforming America’s Schools
  • Education, Finance and Student Performance
  • Asian American Diversity and Education
  • Struggling Readers in K-12 Schools
  • Using Literature to Foster Resiliency
  • What Works: Effective Schools and Classrooms
  • Child, Adolescent and/or Adult Development
  • Emotional Social Development
  • Historical and Philosophic Perspectives of Education
  • Developing Resources for Urban Schools
  • Accountability in Public Education

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