Sample syllabi are linked under the course title where available.
| Course: |
TE 901 Proseminar in Curriculum, Instruction, and Teacher Education I |
| |
Sample syllabus |
| Semester: |
Fall of every year |
| Credits: |
Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
|
| Restrictions: |
Open only to doctoral students in the Curriculum, Instruction, and Teacher Education major. |
| Description: |
Two historical episodes related to improving teaching practice, teacher and student learning, curricula, and educational policy. Nature and effects of educational reforms. |
|
| Course: |
TE 902 Proseminar in Curriculum, Instruction, and Teacher Education II |
| |
Sample syllabus |
| Semester: |
Spring of every year | | Credits: |
Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
|
| Recommended Background: |
TE 901 |
| Restrictions: |
Open only to doctoral students in the Curriculum, Instruction, and Teacher Education major. | | Description: |
Two historical episodes related to improving teaching practice, teacher and student learning, curricula, and educational policy. Nature and effects of educational reforms. | |
| Course: | TE 907 Psychological Study of Teaching |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Restrictions: | Open to doctoral students. | | Description: | Research literature on psychological aspects of teachers and teaching. Topics include teacher's decision-making, learning from experience, and developmental changes. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Counseling, Educational Psychology and Special Education | |
| Course: | TE 912 Psychological and Cognitive Aspects of Literacy Learning |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Restrictions: | Open to doctoral students. | | Description: | Theory and research on psychological and cognitive aspects of literacy learning and use in sociocultural contexts. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Counseling, Educational Psychology and Special Education | |
| Course: | TE 913 Psychology and Pedagogy of Mathematics |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Recommended Background: | CEP 902 | | Restrictions: | Open to doctoral students. | | Description: | Psychological theory and research on the learning of mathematics. Development of mathematical thinking and knowledge in school and other settings. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Counseling, Educational Psychology and Special Education | |
| Course: | TE 915 Literacy, Learning and Development in Sociocultural Context |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Restrictions: | Open to doctoral students. | | Description: | Role of language and literacy in mediating cognition, affect, and action in educational contexts. Relationship between oral and written discourse and sociocultural contexts. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Counseling, Educational Psychology and Special Education | |
| Course: | TE 917 Contemporary Theories and Discourses in Education |
| |
Sample Syllabus |
| Semester: | Fall of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Logical positivism, interpretive theories, critical theory, feminist theory, poststructuralism and neo-pragmatism. Applications to Curriculum, Instruction, and Teacher Education. | |
| Course: | TE 918 Disciplinary Knowledge and School Subjects |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Cross-disciplinary comparisons of the nature of knowledge, its creation, refutation, and use. Correspondence between disciplinary knowledge and knowledge as represented in schools. | |
| Course: | TE 919 Policy Analysis in Education |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Conception, generation, and analysis of educational policies. Contexts such as governance levels, national setting, and legislative forms. Uses, limitations, and ethics of policy analysis. | |
| Course: | TE 920 Social Analysis of Educational Policy |
| |
Sample syllabus |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Social science perspectives on factors outside and inside school systems which shape policy and influence both the nature of policy problems and the form of educational solutions. | |
| Course: | TE 921 Learning to Teach |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Intellectual, practical, and moral dimensions of teaching and learning to teach. Impact of formal and informal influences on teachers' knowledge, skills, and attitudes. | |
| Course: | TE 922 Contexts and Micropolitics of Teacher Education |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Historical and contemporary forms of teacher education in relation to social and institutional contexts. Relation of traditional and innovative programs to basic tensions and issues in the field. | |
| Course: | TE 923 Comparative Perspectives on Teaching, Curriculum, and Teacher Education |
| Semester: | Spring of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Contrasting national responses to universal questions. Links among education and other nation-building institutions. Organization and distribution of knowledge. Organization of, preparation for, and practice of teaching. | |
| Course: | TE 924 Philosophy of Education: Ideas and Methods |
| |
Sample syllabus |
| Semester: | Spring of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Selected ideas in education from different philosophical traditions. Issues of method, historical perspectives, and textual analysis. | |
| Course: | TE 926 Proseminar in Mathematics Education I |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Research on the learning and teaching of mathematics. Teaching, teacher and student learning, curriculum, and educational policy. Historical, philosophical, empirical, and theoretical perspectives. | | Interdepartmental With: | Science and Mathematics Education, Counseling, Educational Psychology and Special Education, Mathematics | | Administered By: | Science and Mathematics Education | |
| Course: | TE 927 Proseminar in Mathematics Education II |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Prerequisite: | SME 926 | | Description: | Continuation of SME 926. | | Interdepartmental With: | Science and Mathematics Education, Counseling, Educational Psychology and Special Education, Mathematics | | Administered By: | Science and Mathematics Education | |
| Course: | TE 928 Proseminar in Educational Policy |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: |
Disciplinary perspectives on policy issues. Influence of research on policy process. Politics and educational practice as determinants of policy choice. |
| Interdepartmental With: | Educational Administration | | Administered By: | Educational Administration | |
| Course: |
TE 931 Introduction to Qualitative Methods in Educational Research |
|
Sample syllabus |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Prerequisite: | CEP 930 | | Description: | Concepts and assumptions underlying multiple traditions of qualitative research methods in education. Relationship between research questions and qualitative research design. Epistemology, methods, and ethical issues of ethnography, case study research, grounded theory, oral history and discourse analysis. Criteria for appraising and critiquing qualitative research designs, claims, and evidence, | | Interdepartmental With: | Counseling, Educational Psychology and Special Education, Educational Administration | | Administered By: | Teacher Education | |
| Course: | TE 934 Introduction to Quantitative Methods in Educational Research |
| Semester: | Fall of every year, Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Prerequisite: | CEP 930 | | Description: | Concepts and assumptions underlying quantitative research methods in education. Relationship between research questions and quantitative research design. Issues of inference, reliability, and validity. Application of statistical analysis to contemporary issues in education. Criteria for appraising and critiquing quantitative research designs, claims, and evidence. Quantitative research ethics. | |
| Course: | TE 939 Special Topics in Advanced Qualitative Methodology |
| Semester: | Fall of every year, Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Reenrollment Information: | A student may earn a maximum of 9 credits in all enrollments for this course. | | Prerequisite: | TE 931 | | Description: | Special topics in advanced methods of qualitative research in education. | |
| Course: | TE 940 Curriculum Deliberation and Development |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Research in curriculum deliberation and development. Discourse, group dynamics, processes, and outcomes for teaching and learning. | |
| Course: | TE 942 Economic Analysis in Educational Policy Making |
| Semester: | Spring of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Economic effects of education. Economic analysis of policy issues in education. Alternative theoretical perspectives. Applications to the United States and other countries. | | Interdepartmental With: | Educational Administration | | Administered By: | Educational Administration | |
| Course: | TE 943 Seminar in Professional Development |
| |
Sample syllabus |
| Semester: | Spring of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Synthesis and application of knowledge acquired through consideration of research and field-based inquiry from teacher practice and change initiatives. | |
| Course: | TE 946 Current Issues in Literacy Research and Instruction |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Current research trends in the psychological, social, and political dimensions of literacy and literacy instruction. | |
| Course: | TE 950 Mathematical Ways of Knowing |
| Semester: | Fall of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Recommended Background: | Two undergraduate mathematics courses. | | Description: | Philosophical, cultural, political, societal, psychological, and historical perspectives on knowing in mathematics as a discipline. | |
| Course: | TE 954 Design and Methods in Mathematics Education Research |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Recommended Background: | SME 926 and SME 927 | | Description: | History, current trends, and issues pertaining to research design and methods in mathematics education research. Mathematics education research in the areas of policy, teaching, teacher learning, and student learning with particular attention to how features of research designs influence research findings. | | Interdepartmental With: | Science and Mathematics Education, Counseling, Educational Psychology and Special Education, Mathematics | | Administered By: | Science and Mathematics Education | |
| Course: | TE 955 Contemporary Issues in Science Curriculum and Teaching |
| |
Sample syllabus |
| Semester: | Fall of every year | | Credits: | Variable from 1 to 3
| | Reenrollment Information: | A student may earn a maximum of 6 credits in all enrollments for this course. | | Description: |
Epistemological, social, psychological, and historical foundations of science education in relation to contemporary issues and problems of science curriculum, teaching, and policy. |
|
| Course: | TE 958 Using Literacy to Learn: Curriculum and Pedagogy |
| Semester: | Fall of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Restrictions: | Open only to Ph.D. students in the College of Education. | | Description: | Centrality of oral and written language in all school learning. Curriculum as text and instruction as discourse. Historical development of literacy curriculum and pedagogy as conceptualized and enacted in school settings. Language of teaching and learning in the classroom. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Teacher Education | |
| Course: | TE 959 Acquisition and Development of Language and Literacy |
| Semester: | Spring of every year | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Restrictions: | Open only to Ph.D. students in the College of Education. | | Description: | Literacy development including oral language base from birth through adulthood. Oral and written language development and learning in and out of school. Sociocultural contexts in relationship to schooling. Cross-cultural and international literacy development. Schooling, global economy, world health, and post-colonialism. | | Interdepartmental With: | Counseling, Educational Psychology and Special Education | | Administered By: | Teacher Education | |
| Course: | TE 960 Language, Literacy, and Educational Policy |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Policy in relation to framing curriculum. The linguistic nature of pupil assessment. Gatekeeping functions of schools. | |
| Course: | TE 970 Curriculum and Pedagogy in Teacher Education |
| |
Sample syllabus |
| Semester: | Spring of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Teacher learning opportunities at the preservice, induction, and inservice levels. Intended and enacted curriculum, sources of pedagogy, and their impact on teachers' knowledge, skills, and attitudes. | |
| Course: | TE 971 Teacher Learning in School Settings |
| Semester: | Fall of odd years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Research about school-based learning by prospective, beginning, and experienced teachers. Observation, conversation, writing, and classroom research as tools for improving teaching. | |
| Course: | TE 975 Policy Perspectives on Teaching and Teacher Education |
| |
Sample syllabus |
| Semester: | Fall of even years | | Credits: | Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
3(3-0)
| | Description: | Policy issues such as teacher accountability, teacher knowledge, and political influence. | |
| Course: |
TE 982 Seminar in Curriculum, Instruction, and Teacher Education
|
| |
Sample syllabus |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 4
| | Reenrollment Information: | A student may earn a maximum of 10 credits in all enrollments for this course. | | Description: | Intensive study in an area of curriculum, teaching, and learning; educational policy and social analysis; or teacher education and teacher learning. | |
| Course: | TE 990 Independent Study |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 4
| | Reenrollment Information: | A student may earn a maximum of 10 credits in all enrollments for this course. | | Restrictions: | Open only to doctoral students. | | Description: | Supervised individual study in an area of Curriculum, Instruction, and Teacher Education. | |
| Course: | TE 991 Special Topics in Curriculum, Instruction, and Teacher Education
|
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 6
| | Reenrollment Information: | A student may earn a maximum of 9 credits in all enrollments for this course. | |
| Course: | TE 991A Special Topics in Science Education
|
| Semester: | Spring of even years | | Credits: | Variable from 1 to 6
| | Reenrollment Information: | A student may earn a maximum of 6 credits in all enrollments for this course. | | Description: | Special topics in science education. | |
| Course: | TE 994 Laboratory and Field Experience in Curriculum, Instruction, and Teacher Education |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 6
| | Reenrollment Information: | A student may earn a maximum of 6 credits in all enrollments for this course. | | Restrictions: | Open only to doctoral students. Approval of department. | | Description: | Supervised practica, observations, and internships in an area of educational policy and social analysis, teacher education and teacher learning, and curriculum, teaching and learning. | |
| Course: | TE 995 Research Practicum in Curriculum, Instruction, and Teacher Education |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 6
| | Reenrollment Information: | A student may earn a maximum of 9 credits in all enrollments for this course. | | Restrictions: | Open to educational specialists in the Department of Teacher Education and open to doctoral students in the College of Education. Approval of department. | | Description: | Supervised research practicum. Design, execution, analysis, presentation, critique, and revision of research projects. | |
| Course: | TE 999 Doctoral Dissertation |
| Semester: | Fall of every year, Spring of every year, Summer of every year | | Credits: | Variable from 1 to 24
| | Reenrollment Information: | A student may earn a maximum of 100 credits in all enrollments for this course. | | Restrictions: | Open only to doctoral students in the Department of Teacher Education. | | Description: | Doctoral dissertation research. |
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