Sample syllabi are linked under the course title where available. Except where noted, links go to Microsoft Sharepoint files, which are available to individuals with an MSU NetID.
Course:
TE 901 Proseminar in Curriculum, Instruction, and Teacher Education I
Open to doctoral students in the Curriculum, Instruction and Teacher Education major and open to doctoral students in the Educational Policy major and open to doctoral students in the Mathematics Education major.
Description:
Purposes, history, structure, reform and consequences of the K-12 educational enterprise. Teaching practice, student learning, curricula, school organization, and educational policy. Theories and interpretations of educational systems. Schooling experiences of minority populations. Consideration of topics in and outside of the U.S.
Course:
TE 902 Proseminar in Curriculum, Instruction, and Teacher Education II
Open 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 903 Social Justice Teacher Education: Pedagogy, Theory, and Practice
Semester:
Fall of every year
Credits:
3
Recommended Background:
TE 901 & TE 902
Restrictions:
Open to doctoral students
Description:
Multiple epistemological, ontological, and pedagogical perspectives of a pedagogy of social justice teacher education; rationale for and design of courses, programs and other experiences for prospective and practicing teachers to develop practices that foster equity and justice; examining the politics of teaching and learning as a teacher educator.
Course:
TE 904 ELL/ESL Research and Practice: K-12
Semester:
On-demand
Credits:
3
Restrictions:
Open to doctoral students
Description:
Sociocultural and socio-political contexts for research in ELL/ESL teaching and learning; methods in ELL/ESL research; biliteracy/bilingualism, multiliteracies/mulitilingualism, and syncretic literacies; methods and curricula in second language teaching; identity, motivation, gender, race, and class; parent, school, and community partnerships for second language learners.
Course:
TE 908 Sociohistorical Perspectives on English Language Learners and Second Language Education in the US
Semester:
Spring of even years
Credits:
3
Description:
Social and historical contexts in which languages are used, taught, and learned and how they have a profound impact on linguistic practice and language acquisition processes at school and in society at large.
Course:
TE 909 English Language Learners in Content Areas: Constructing Research Communities and Resources
Semester:
Spring of odd years
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Multiple perspectives on communities and resources for teaching and learning content areas in contexts with English learners. Issues of equity and implications for non-English learners will also be discussed.
Course:
TE 910 Youth Language and Literacy in Schools and Communities
Semester:
Fall of even years
Credits:
3
Recommended background:
Courses or work experiences in education, youth or adolescent development and programming, literacy, urban studies, ethnic studies, sociolinguistics
Description:
Contemporary research, theory, and practice critically situate school and beyond school language and literacy learning in the lives of youth and their communities. Focus on social justice-oriented work with youth of color and other young people marginalized by systemic inequalities. Increasing understanding of the oral and written communication many young people engage in through their participation in youth cultures. A study of race, class, gender identity, sexuality, ability, and citizenship status as they are lived through languages and literacies by youth and their communities.
Course:
TE 917 Contemporary Theories and Discourses in Education
Logical positivism, interpretive theories, critical theory, feminist theory, poststructuralism and neo-pragmatism. Applications to curriculum, teaching, and educational policy.
Course:
TE 918 Disciplinary Knowledge and School Subjects
Semester:
Spring of every year
Credits:
3
Description:
Cross-disciplinary comparisons of the nature of knowledge, its creation, refutation, and use. Correspondence between disciplinary knowledge and knowledge as represented in schools.
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.
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 923 Comparative Perspectives on Curriculum, Instruction, and Teacher Education
Semester:
Spring of odd years
Credits:
3
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 931 Introduction to Qualitative Methods in Educational Research
Fall of every year, Spring of every year, Summer of every year
Credits:
3
Recommended background:
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:
Educational Administration
Course:
TE 934 Introduction to Quantitative Methods in Educational Research
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 936 Topics in Research on Teaching and Learning Science
Ph.D. student in Teacher Education or science-related fields.
Description:
Research on teaching and learning in science. Teacher learning, student learning, and assessment of teaching and/or learning.
Reenrollment:
A student may earn a maximum of 9 credits in all enrollments for this course.
Course:
TE 937 Topics in Social, Historical, Philosophical Foundations of Science Education
Semester:
Spring of even years
Credits:
3 credits to 9 credits in increments of 3 credits
Description:
Foundations for research in science education. Diversity, social justice, and equity research and cognitive research, and the role of social, historical, and philosophical perspectives on framing research questions, methods and claims in these areas.
Reenrollment:
A student may earn a maximum of 9 credits in all enrollments for this course.
Qualitative data analysis tools and techniques; approaches and theories that inform and guide the analysis, interpretation, and representation of qualitative data.
Course:
TE 939A Special Topics in Advanced Qualitative Methodology
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 939B Advanced Qualitative Methods: Critical Ethnography
Semester:
Spring of odd years
Credits:
3
Prerequisite:
TE 931
Description:
Critical theories—postmodernism, poststructuralism, poscolonialism, feminism, queer theory—and their implications for conceptualizing, conducting, analyzing, and representing one’s research. Political and ethical dimensions inherent in qualitative research as well as the amalgamation of epistemology, ontology, and methods into a coherent and purposeful methodology that is ethical, reciprocal, and praxical.
Course:
TE 939C Advanced Qualitative Methods: Discourse Analysis
Semester:
Spring of even years
Credits:
3
Prerequisite:
TE 931
Description:
Discourse analytic approaches to research in education and related areas of inquiry through an interdisciplinary lens and traditions that range from interactional sociolinguistics and narrative analysis to conversation analysis and critical discourse analysis.
Course:
TE 939D Advanced Qualitative Methods: Case Studies
Semester:
Spring of even years
Credits:
3
Prerequisite:
TE 931
Description:
Aims and methods of case study research; conceptions of case study research as well as interpretive methods frequently used in case studies, including ethnographic observations, textual analysis, multimodal/video analysis, interviews, and focus groups.
Course:
TE 939E Advanced Qualitative Methods: Humanities Oriented Research
Semester:
Fall of odd years
Credits:
3
Prerequisite:
TE 931
Description:
Research traditions in history, philosophy, literary criticism, arts, narrative inquiry, language, communication arts, ethics, religion, curriculum theory, and cultural studies. Epistemology, theory, arts, values, and history of science.
Course:
TE 939F Advanced Qualitative Methods: Phenomenology
Semester:
Spring of odd years
Credits:
3
Prerequisite:
TE 931
Description:
Phenomenological methodologies to study the caring professions (education and related fields). Exploring participants’ subjective experiences and interpretations of the phenomenon being studied.
Course:
TE 939G Advanced Qualitative Methods: Humanizing Research—Decolonizing Qualitative Inquiry
Semester:
Fall of even years
Credits:
3
Prerequisite:
TE 931
Description:
Conducting qualitative research for justice with individuals and groups who are marginalized by systems of inequality; contemporary methodological dilemmas and innovations. Building relationships of dignity and care; reciprocity and dialogic consciousness-raising; and ways in which research might be considered an answer to pressing social and educational problems.
Synthesis and application of knowledge acquired through consideration of research and field-based inquiry from teacher practice and change initiatives.
Course:
TE 944 Seminar in English Education
Semester:
On-demand
Credits:
3
Restrictions:
Open to doctoral students.
Reenrollment:
A student may earn a maximum of 6 credits in all enrollments for this course.
Description:
Current issues in research, methods and policy in the field of English education
Course:
TE 945 Current Issues in Children’s and Adolescent Literature
Semester:
On-demand
Credits:
3
Restrictions:
Open to doctoral students.
Reenrollment:
A student may earn a maximum of 6 credits in all enrollments for this course.
Description:
Intensive study of current issues in writing, publishing, reading, teaching, and analyzing children’s and adolescent literature.
Course:
TE 946 Current Perspectives on Literacy Research and Instruction
Semester:
Spring of even years
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Theoretical and empirical development in literacy research and instruction.
Course:
TE 950 Mathematical Ways of Knowing
Semester:
Spring of odd years
Credits:
3
Recommended Background:
Two undergraduate mathematics courses.
Description:
Philosophical, cultural, political, societal, psychological, and historical perspectives on knowing in mathematics as a discipline.
Course:
TE 958 History of Literacy Research and Instruction
Semester:
On-demand
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Key historical, political, scholarly, and educational issues influencing literacy curriculum and pedagogy.
Interdepartmental With:
Counseling, Educational Psychology and Special Education
Course:
TE 959 Acquisition and Development of Language and Literacy
Semester:
On-demand
Credits:
3
Restrictions:
Open to doctoral students.
Reenrollment:
A student may earn a maximum of 6 credits in all enrollments for this course.
Description:
Language and literacy development with an alternating focus on early and middle childhood and adolescence and adulthood. Major areas of language and literacy development including phonology, orthography, morphology, semantics, syntax, and pragmatics. Connections between oral and written language development. Home and school influences on language and literacy development. Individual differences in language and literacy development.
Interdepartmental With:
Counseling, Educational Psychology and Special Education
Course:
TE 961 Urban Politics, Education, and School Reform
Semester:
Spring of even years
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Challenges cities face in initiating and sustaining meaningful education reform efforts.
Course:
TE 962 Teachers and Teaching in Urban Contexts
Semester:
Fall of even years
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Effective instruction and instructional support in urban settings.
Course:
TE 963 Critical Race Theory in Education
Semester:
Spring of every year
Credits:
3
Restrictions:
Open to doctoral students.
Description:
Critical race theory as an analytical framework that provides race epistemology, methodological, and pedagogical approaches to study everyday inequalities in P-20 education.
Course:
TE 964 Critical Whiteness Studies in Education
Semester:
Fall of even years
Credits:
3
Restrictions:
Open to doctoral students.
Recommended background:
TE 963 and/or TE 903
Description:
Engage with various theoretical and empirical approaches to unveiling and disrupting whiteness and white supremacy in individual, institutional, and social contexts. Explore different ways of understanding the structures and impacts of white supremacy as a global project and its co-formations with other systems of oppression. Reflect on the material and epistemic impacts of whiteness in individual and collective lives, schooling experiences, scholarly contexts, and research approaches. Consider the possibilities of resisting and refusing these systems.
Course:
TE 970 Curriculum and Pedagogy in Teacher Education
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:
3
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 982 Seminar in Curriculum, Instruction, and Teacher Educatio
Fall of every year, Spring of every year, Summer of every year
Credits:
3
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:
1 credits to 4 credits in increments of 1 credit.
Reenrollment Information:
A student may earn a maximum of 10 credits in all enrollments for this course.
Restrictions:
Open 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:
1 credits to 6 credits in increments of 1 credit.
Reenrollment Information:
A student may earn a maximum of 9 credits in all enrollments for this course.
Description:
Special topics in the fields of curriculum, instruction, and teacher 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:
1 credits to 6 credits in increments of 1 credit
Reenrollment Information:
A student may earn a maximum of 6 credits in all enrollments for this course.
Restrictions:
Open 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:
1 credits to 6 credits in increments of 1 credit.
Reenrollment Information:
A student may earn a maximum of 9 credits in all enrollments for this course.
Restrictions:
Open to educational specialists or doctoral students in the Department of Teacher Education and open to students in the Educational Policy major.
Description:
Supervised research practicum. Design, execution, analysis, presentation, critique, and revision of research projects.
Course:
TE 999 Doctoral Dissertation Research
Semester:
Fall of every year, Spring of every year, Summer of every year
Credits:
1 credits to 23 credits in increments of 1 credit
Reenrollment Information:
A student may earn a maximum of 30 credits in all enrollments for this course.
Restrictions:
Open to doctoral students in the Curriculum, Instruction and Teacher Education major and open to doctoral students in the Educational Policy major.