91成人导航

EDUC 319. Teaching as a Subversive Activity. 3 units. This course focuses on the role critical theory and critical thinking in schooling and education and the ways in which these processes aim to disrupt traditional, standardized, limiting orientations to teachers鈥� curriculum decision making, and re-envisioning what it means to be well educated.

EDUC 374. Action Research. 3 units. This course focuses on methods of designing and conducting action research in education. Topics include: characteristics of action research, data collection and analysis, determining trustworthiness, and ethical issues related to action research. Students will engage in action research to learn how to develop actionable knowledge. This course is a component in the set of research courses required for master and doctoral students.

EDUC 323. Critical Methods in Qualitative Research. 3 Units.
The purpose of this course is to provide students with an overview of critical qualitative research methodologies. The course will examine the work of Indigenous, Black, and other peoples of color (BIPOC) scholars who critique and theorize about the colonial legacies attached to research praxis and discourse. The course aims at providing an overview of different forms of social inquiry that have a commitment to democratizing knowledge by decentering dominant paradigms of research methodologies and theoretical perspectives rooted in whiteness and western ideology. The overview of critical qualitative methodologies provides tangible ways to incorporate decolonial learning into qualitative research praxis. Students will spend the final portion of the class exploring the possibilities of democratizing research by developing and workshopping their own qualitative research projects.
 

EDUC 315. Cultural, Social, and Emotional Literacy (Term A). 3 units. Utilizes a systems theory approach to evaluate theoretical foundations and relevant research on the promotion and evaluation of social emotional learning, culturally sustaining pedagogies and culturally responsive teaching.

EDUC 314. Socio-Cultural Perspectives & Inquiry (Term B). 3 units. This course alms to investigate social and democratic aspects of our communities, particularly education and schooling, in the context of a diverse and multicultural society. It engages doctoral students in exploring, conceptualizing, and critiquing social identities and positionality to examine the interdisciplinary understandings of cultural and social realities.

EDUC 352. Applied Inquiry. 3 units. In this course students work collaboratively in learning communities to identify and explore general and specific educational/social/political issues that affect learners/learning outcomes for key educational constituencies. Each student identifies a preliminary issue/problem/concern for his/her dissertation project and engages in early exploration of foundational issues, key theories, and seminal emerging research on these topics.

EDUC 316. Systems Thinking & Interdisciplinary Curriculum Inquiry. 3 units. This course focuses on interdisciplinary ways of conceiving curriculum through the use of a systems theory framework. Emphasis will be placed on understanding interrelationships between subject matter disciplines for the purposes of describing and offering solutions to local/global problems requiring sustainable behaviors.

EDUC 202. Statistical Thinking and Communication. 3 units. The objectives of this course are to review basic descriptive statistics and solidify students鈥� understanding of inferential techniques commonly employed in educational research. Students will learn how to conduct appropriate statistical analyses, interpreting output produced by SPSS statistical software. Students will gain confidence in reading results sections of journal articles and learn to communicate using statistical terminology. Analysis of results sections of journal articles will demonstrate that the student can recognize situations, for which various statistical techniques are applicable, explain the reasoning underlying the choice of those techniques, interpret results, and critically evaluate whether the authors鈥� conclusions logically follow from the data analysis conducted and the statistical information presented. Students are expected to learn the power of statistical analysis.

EDUC 354. Applied Inquiry II. 3 units. This course provides doctoral students with an overview of assumptions/limitations/strengths and claims of educational research. Further, it provides them with an overview of quantitative and qualitative methodologies (data collection and analysis strategies) and of the relevance of these for specific problems and questions.

EDUC 325. Quantitative Research Design & Methods. 3 units. This course exposes students to and develops their ability to conceptualize a broader range of research questions dealing with (a) significance of group differences; (b) degree of relationship among variables; (c) prediction of group membership; and/or (d) structure that quantitative design and analysis strategies might inform than those typically introduced in a first course (e.g., EDUC 201). Topics emphasized in the course relate to (a) the purpose and principles of research design; (b) the use of multivariate approaches and analysis; and (c) the construction and validation of measuring instruments. Students learn both to critically examine published research as well as to design methods for studies proposed to validly address research questions dealing with (a) significance of group differences; (b) degree of relationship among variables; (c) prediction of group membership; and/or (d) structure.

EDUC 372M. Measuring Social Impact. 3 units. Provides knowledge, skills, and experience to evaluate and iteratively develop social and educational change initiatives.

EDUC 356. Applied Inquiry III. 3 units. This course places doctoral students into professional learning communities with colleagues and a faculty leader. In these communities, students work collaboratively and independently to ensure that each student develops a refined problem statement and draft literature review.

EDUC 360. Trends, Issues, & Dynamics of Change. 3 units. In-depth exploration of the intersection of learning, leadership, and change in various sectors. The class integrates research and practice through (1) organization theory and change and (2) an innovation and systems perspective on learning.

EDUC 358. Applied Inquriy IV. 3 units. This course places doctoral students into professional learning communities with colleagues and a faculty leader. In these communities, students work collaboratively and independently to ensure that each student develops a defense ready dissertation proposal. 

EDUC 368. Seminar: Leading Complex Organizations. 3 Units. In this course, students explore techniques for using leadership skills to increase cultural proficiency in diverse educational and organizational contexts.

EDUC 359. Dissertation Boot Camp. 3 units. This course is ideal for doctoral candidates who have an approved dissertation proposal and seek support in writing their dissertation. This course also benefits doctoral students who are in the process of completing their dissertation proposal. This course facilitates intensive, focused writing time, and provides participants with strategies and structure to overcome common roadblocks in the dissertation process. Prerequisite: Approved dissertation research proposal or instructor approval.

EDUC 353. Interdisciplinary Ways of Knowing, Seeing, and Acting. 3 units. Engages students in the development of understanding of the multiple foundational influences in which education is viewed today. Addresses historical, philosophical, epistemological scholarship that frames contemporary educational and schooling decision-making processes.

EDUC 317. Aesthetics, Art, and Imagination as Curriculum Context. 3 units. Explores the arts as both a foundation for a liberal education and a medium for inquiry into education. Emphasis will be places on understanding the role the arts as practiced by education practitioners and the role of the arts in conducting educational inquiry.

EDUC 399. Doctoral Dissertation.