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Academic Areas & Divisions
Curriculum & Instruction
Winter 2010
Tuesday | Wednesday | Thursday | Friday | Friday-Saturday | To Be Arranged
Registration starts November 6
Classes begin January 4
University holidays January 18 and February 15
Finals begin March 15
| Monday | |
|---|---|
EDC&I 524 Seminar in Teacher Education Increasingly, teacher education programs of all stripes claim to prepare teachers from a social justice perspective. The lack of clarity in the fi eld at large about what constitutes social justice teacher education, and the lack of knowledge regarding the practices that support such an effort make it possible for institutions with differing perspectives, political agendas, and strategies to lay claim to the same vision of teacher preparation. In this seminar course, we will examine theories of social justice and other theoretical perspectives such as critical race theory and multiculturalism that shape our understanding of social justice teacher education. In addition we will explore conceptual and policy research on social justice teacher education as well as empirical studies of teacher education programs --those with and without an explicit social justice commitment. Students will be invited to facilitate course discussions and activities and will be required to investigate the literature in a particular area of interest within teacher education and either individually or in pairs produce a paper that describes the state of the field in that area.
|
Morva McDonald Monday |
EDC&I 538 Discourse in the Mathematics Classroom
|
Elham Kazemi Monday |
EDC&I 545 Multilingual Socialization Explores the research base examining second language acquisition, in and out of school contexts. Focuses on the home language practices of lingustically diverse students with the purpose of understanding how these processes influence school learning. |
Manka Varghese Monday |
EDC&I 593 Seminar in Curriculum & Instruction: Theory & Practice Investigation of curriculum theory and practice. Consideration is given to theoretical writings that address the relationships between various curricular variables. Theoretical positions are related to curricular practices and innovations. Prerequisite: EDC&I 559. |
Geneva Gay Monday |
| Tuesday | |
|
EDC&I 424 Multiethnic Curriculum and Instruction
 Primarily for pre-service and in-service teachers who have little or no previous exposure to issues related to ethnicity and education. Designed to help teachers better understand the basic principles of multicultural education and acquire some beginning knowledge and skills for designing and implementing curricular and instructional strategies that reflect ethnic, racial, and cultural diversity. Waitlist at edci@u.washington.edu |
Geneva Gay
|
EDC&I 424B Multiethnic Curriculum and Instruction
 Waitlist at edci@u.washington.edu |
Carolyn Jackson
Tuesday |
EDC&I 495 UWEO Workshop: Action Research |
Nathalie Gehrke
|
EDC&I 532 Seminar in Literacy Research: Metacognition & Metacognitive Reading Strategies This seminar helps students to understand research, in general, and metacognitive reading strategies, in particular. We will read and study about various research methodologies, discuss the critical attributes of each, and then apply this knowledge to specific studies of metacognitive reading strategies. The point is to become familiar with the conditions under which different methodologies can help us address educational questions `AND to learn about an important learning strategy -- metacognition. Intended for doctoral students and advanced masters students with background in reading and literacy. |
Sheila Valencia Tuesday |
EDC&I 565 Elementary Social Studies Intensive study of the social studies curriculum, with particular emphasis on current literature and research. |
Walter Parker
|
EDC&I 566 Secondary Social Studies Intensive study of the social studies curriculum, with particular emphasis on current literature and research. |
Walter Parker
|
EDC&I 569 Educating Ethnic Minority Youths Intentive analysis and review of the research and curricular programs related to the social, psychological, and political factors that influence the school experiences of ethnic minority youths. Special attention given to instructional and curricular programs for African-American, American-Indian, Mexican-American, Puerto Rican-American, and Asian-American students. Graduate students only. |
James Banks
|
| Wednesday | |
EDC&I 505 Seminar in Curriculum & Instruction: Online and Distance Learning |
Steve Kerr
|
| Thursday | |
EDC&I 462 Teaching Reading Comprehension Research-based practices for explicit teaching of reading comprehension of both fiction and content-area texts including issues of reading strategies, text difficulty, teacher modeling, guided reading, discussion, assessment, and adaptations for struggling students. |
Dixie Massey
|
EDC&I 505A Second Language Teacher Education and Identity
The research and practice around teacher education and teacher identity in mainstream teacher education has been underway for the past 30 years. However, second language teacher education and identity has only recently become an area of investigation in its own right. These two overlapping topics are critical in understanding the academic and social experiences of bilingual/multilingual children and adults as we chart the research and practice around the professional development and lives of their teachers. The central questions this class addresses are the following: 1) What and how do teachers learn to teach bilingual/multilingual students? 2) How do teachers influence their bilingual/multilingual students? 3) How do teachers of bilingual/multilingual students craft a professional identity?
|
Manka Varghese
|
EDC&I 505K Seminar in Curriculum & Instruction: Issues and Debates on Pre-service Teacher Education This course focuses on issues and debates regarding pre-service teacher education in the USA. It will address the historical development of teacher education in the USA and several contemporary issues such as school-university partnerships, preparing culturally competent teachers, the efficacy of various pathways into teaching and different perspectives on how to improve the quality of teacher education. Another course to be taught later in the year will focus on pre-service teacher education and continuing professional development for teachers from a comparative and international perspective. Doctoral students only. |
Ken Zeichner
|
| Friday | |
EDC&I 495A Issues of Abuse Enrollment limited to Special Education and Music Education students only. Please contact Susan Kunz for an entry code skunz@u.washington.edu |
Ruth Harms Friday 1/22 Sat. 1/23 |
EDC&I 505C Seminar in Curriculum & Instruction: Literacy
|
Sheila Valencia Friday |
| To Be Arranged | |
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EDC&I 499U Undergraduate Research SLN 12754 Students developing studies under this rubric should be advised that a report or a paper setting forth the results of their investigations should be regarded as a basic part of the program. Proposal form and Instructor ID available here . |
TBA
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EDC&I 500A Field Study SLN Individual study of an educational problem in the field under the direction of a faculty member. Prerequisite: approved plan of study and permission of the instructor must be filed in the Office of Curriculum and Instruction in the College of Education. Proposal form and Instructor ID available here. |
TBA
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EDC&I 599A Independent Studies in Education SLN Masters level independent study that is NOT connected with the 9 credit masters project that is agreed upon and supervised by a faculty member in Curriculum and Instruction. Proposal form and Instructor ID available here . |
TBA
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EDC&I 600A Independent Study or Research SLN Doctoral level independent study or masters non-thesis project option that is agreed upon and supervised by a faculty member in Curriculum and Instruction. Please note that there is a 9-credit limit when used as the Non-thesis option. Proposal form and Instructor ID available here. |
TBA
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EDC&I 601A Internship SLN Internships for both masters and doctoral students, like field study above, but includes responsibilities at the site (i.e., interacting with folks, learning how an organization operates, practicum experiences, working with students/clients). This work is usually done under the tutelage of someone at the study site but supervised by a faculty member in Curriculum and Instruction. Proposal form and Instructor ID available here. |
TBA
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Curriculum & Instruction
