printer friendly pageEDUC 317: Workshop: Networks, Histories, and Theories of Action (SOC 317W)
Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in researching the network dynamics, histories and theories of action that help explain particular social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
| Repeatable
for credit
EDUC 318: The Discourses of Teaching Reading
Students examine language, social relationships, and students' textual sense-making to further develop their conceptions of reading comprehension and their pedagogical practice as reading teachers. What it means to comprehend text; how classroom discourse matters in the development of textual understanding; and what understandings, purposes, and relationships should matter in classroom talk about text. Field work in which students facilitate small group text discussions for the duration of the quarter at a location of their choice.
EDUC 320: Sociology of Science (EDUC 120, SOC 330)
The sociology of science concerns the social structures and practices by which human beings interpret, use and create intellectual innovations. In particular we will explore the claim that scientific facts are socially constructed and ask whether such a characterization has limits. Course readings will concern the formation and decline of various thought communities, intellectual social movements, scientific disciplines, and broader research paradigms. A special focus will be placed on interdisciplinarity as we explore whether the collision of fields can result in new scientific advances. This course is suitable to advanced undergraduates and doctoral students.
Terms: Spr
| Units: 3-4
Instructors:
McFarland, D. (PI)
EDUC 321: Analysis of Social Interaction
Practicum on discourse, interactional, and cultural analysis of videotaped data. Analysis of interactional data, and the basis on which analytic claims can be founded. The transcription of speech and movement in social interaction, and how to identify the patterns which participants use to display and interpret cultural meanings. The theoretical assumptions hidden in transcription systems. Prerequisite: first- or second-year graduate student.
Terms: Spr
| Units: 3
EDUC 322: Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 123)
Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut
| Units: 3-5
Instructors:
Ball, A. (PI)
EDUC 323A: The Practice of Education Policy Analysis
Key issues in the K-12 education policy. Modern theories about the making of policy and its implementation. Preparation to do policy analysis in education.
Last offered: Spring 2015
EDUC 324: The Ecology of Equality
A biweekly, one-hour workshop that meets throughout the full academic year. Designed for doctoral students and explores a range of issues pertaining to equity and equality in the United States and globally. Takes an interdisciplinary approach and intended for those who desire a deeper exploration of humanistic, social science and philosophical explanations for existing conditions, crises, and policies in society, as they pertain to various forms of social inequality--with a particular focus on race, ethnicity, class, gender, and sexuality.
EDUC 325A: Proseminar 1
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Aut
| Units: 3
EDUC 325B: Proseminar 2
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Win
| Units: 3
EDUC 325C: Proseminar 3
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Spr
| Units: 2-4
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