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ED Courses, Corvallis Campus

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Top ED 199 SPECIAL TOPICS (1-16) 
This course is repeatable for a maximum of 16 credits.

Top ED 216 PURPOSE, STRUCTURE, AND FUNCTION OF EDUCATION IN A DEMOCRACY (3)  Offered in current or future terms Baccalaureate Core Course
Examines the system of education in a democratic society --past, present, and future. Historical, social, philosophical, political, legal, and economic foundations of education in Oregon, the USA, and other countries provide a framework for analyzing contemporary educational issues in schools, communities, and workplaces. (Bacc Core Course)

Top ED 219 CIVIL RIGHTS AND MULTICULTURAL ISSUES IN EDUCATION (3)  Offered in current or future terms
Examination of the context of working with students, schools, communities, and workplaces; the diversity of learning cultures (e.g., urban, suburban, rural) and the diversity among learners within those different cultures; and the influence of culture on one's learning.

Top ED 253 LEARNING ACROSS THE LIFESPAN (3)  Offered in current or future terms
An exploration of how learning occurs at all ages from early childhood through adulthood. Covers major and emerging theories and styles, self-reflection on implications of how learning occurs for self and others, and the impact of these issues on the development and delivery of instruction.

Top ED 299 SPECIAL TOPICS (1-16) 
This course is repeatable for a maximum of 16 credits.

Top ED 309 FIELD PRACTICUM (3-6)  Offered in current or future terms Has Extra Fees
Placement in either an elementary, middle or secondary school. To assist students to develop competencies in dealing with children or adolescents according to the individual major of the university student. This course is repeatable for a maximum of 18 credits. PREREQS: Departmental approval required.

Top ED 340 SUPPORTIVE DIFFERENTIATED ENVIRONMENTS (3)  Offered in current or future terms WIC Core Course
Addresses special abilities and needs of learners and helps prepare teachers to develop strategies and instructional practices for diverse learners and students with exceptionalities in a supportive and inclusive classroom. (Writing Intensive Course) PREREQS: Admission to the Education Double Degree Program.

Top ED 399 SPECIAL TOPICS (1-16) 
This course is repeatable for a maximum of 16 credits.

Top ED 401 RESEARCH (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 402 INDEPENDENT STUDY (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 403 THESIS (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 405 READING AND CONFERENCE (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 406 PROJECTS (1-3)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 407 SEMINAR (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 408 WORKSHOP (1-3)  Offered in current or future terms Has Extra Fees
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 408H WORKSHOP (1-3) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required. Honors College approval required.

Top ED 409 PRACTICUM/CLINICAL EXPERIENCE (1-16)  Offered in current or future terms Has Extra Fees
This course is repeatable for a maximum of 16 credits.

Top ED 410 INTERNSHIP/WORK EXPERIENCE (1-18)  Offered in current or future terms Has Extra Fees
This course is repeatable for a maximum of 18 credits.

Top ED 411 EDUCATIONAL PSYCHOLOGY, LEARNING AND DEVELOPMENT (3) 
An opportunity to begin the transition from student to teacher. Explores the relationship between human development and learning through the life cycle.

Top ED 412 LEARNING STYLES AND NEEDS IN ADOLESCENCE (2)  Offered in current or future terms
Exploration of the particular learning styles and needs of the adolescent, major and emerging learning theories, individual learning styles including one's own learning styles, self-reflection on implications of how learning occurs, and the impact of these issues on the development and delivery of instruction.

Top ED 416 FOUNDATIONAL PERSPECTIVES IN EDUCATION (2) 
Introduction to historical, philosophical, social, and political foundations of education in America providing the framework for analysis of educational issues. PREREQS: Admission to the Professional Teacher Education Program or instructor approval required.

Top ED 420 CLASSROOM MANAGEMENT (3) 
Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Top ED 424 TEACHER AS REFLECTIVE PRACTITIONER (2-3)  Offered in current or future terms
Designed to help teachers make complex judgments based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Problem solving related to teaching with strong focus on generating new knowledge about teaching, learning, and assessment. This course is repeatable for a maximum of 3 credits. PREREQS: ED 407 [D-] or TCE 407 [D-]

Top ED 425 CURRICULUM IMPLEMENTATION AND INSTRUCTIONAL STRATEGIES 7-12 (4)  Offered in current or future terms
The relationship of theory to practice in teaching the content areas in grades 7-12 is examined. General curriculum trends as well as content selection in specific endorsement/subject areas are explored. This course is preparation for and is coordinated with part-time student teaching. PREREQS: 1) Admission into the Education Double Degree Program. 2) Student is entering part-time student teaching in high school or middle school.

Top ED 427 ALTERNATIVE ASSESSMENT FOR MIDDLE AND HIGH SCHOOL (2)  Offered in current or future terms
Introduces methods of assessment that encourage effective learning. Students will design assessments aligned to national, state, and local standards as they prepare and implement a teaching unit in their practicum. Taken concurrently with TCE 410, Part-Time Student Teaching in Middle or High School. PREREQS: (ED 491 or ED 494) and admission to the Education Double Degree Program.

Top ED 456 STRATEGIES FOR TEACHING LANGUAGE ARTS AND SOCIAL STUDIES (3)  Offered in current or future terms
Exploration of language arts and social studies programs (e.g., children's literature, writing, special needs, spelling, and cultural factors). Development of research-based teaching strategies and assessment. Focuses on the development of inquiry approaches that reflect interdisciplinary curriculum as well as subject-specific pedagogy in the teaching of both social studies and language arts. PREREQS: (ED 216 and ED 219 and ED 253) and admission to the Education Double Degree Program.

Top ED 457 TEACHING ELEMENTARY MATHEMATICS FOR UNDERSTANDING (3)  Offered in current or future terms
Part of the Education Double Degree. Explores the teaching of mathematics in K-8 classrooms in a manner consistent with state and national standards. Students learn teaching strategies that incorporate the development of mathematical models and mental constructs. PREREQS: (MTH 211 and MTH 212 and MTH 390) and admission to the Elementary Double Degree Program.

Top ED 458 STRATEGIES FOR TEACHING WELLNESS AND FINE ARTS (2) 
Exploration of recent trends in wellness and fine arts. Development of research-based practices in the teaching of wellness and fine arts. Emphasizes the value of developing holistic learners through effective wellness and fine arts programs. PREREQS: (ED 216 and ED 219 and ED 253) and admission to the Education Double Degree Program.

Top ED 472 FOUNDATIONS OF ESOL EDUCATION (3)  Offered in current or future terms
Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Top ED 473 INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION (3)  Offered in current or future terms
Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning. PREREQS: ED 472 [C]

Top ED 476 PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION (3)  Offered in current or future terms
Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities. PREREQS: ED 472 [C]

Top ED 479 LINGUISTICS FOR TEACHERS (3)  Offered in current or future terms
Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts. PREREQS: ED 472 [C]

Top ED 483 DEVELOPMENTAL READING (3)  Offered in current or future terms
Development of pedagogy in teaching of reading to elementary-aged students, including teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed. This is a PTCE course in the elementary Double Degree Program. PREREQS: Admission to the Education Double Degree Program required.

Top ED 491 CONTENT STANDARDS AND CURRICULUM DEVELOPMENT FOR MID LEVEL (3) 
Exploration of content standards, materials, and methods appropriate for middle school students. Develops skills in work sample methodology through the design of effective instruction, integrating a variety of methods with existing understandings of content area, how people learn, and the diverse communities in which they work. PREREQS: Admission to the Education Double Degree Program required.

Top ED 493 READING, LITERATURE, AND LANGUAGE DEVELOPMENT IN THE CONTENT (2)  Offered in current or future terms
Examination of reading, literature, and language development methods that can be used by middle school and high school teachers to support students' learning of content area information. Development of specific reading strategies in content areas. PREREQS: Admission to the Education Double Degree Program required.

Top ED 494 CONTENT STANDARDS AND CURRICULUM DEVELOPMENT FOR HIGH SCHOOL (3)  Offered in current or future terms
Exploration of content standards, materials and methods appropriate for high school students. Develops skills in work sample methodology through the design of effective instruction, integrating a variety of methods with existing understandings of content area, how people learn, and the diverse communities in which they work. PREREQS: Admission to the Education Double Degree Program required.

Top ED 499 SPECIAL TOPICS (1-16) 
This course is repeatable for a maximum of 16 credits.

Top ED 501 RESEARCH (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 502 INDEPENDENT STUDY (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 503 THESIS (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 999 credits. PREREQS: Departmental approval required.

Top ED 505 READING & CONFERENCE (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 506 PROJECTS (1-3) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 507 SEMINAR (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 508 WORKSHOP (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 509 PRACTICUM (1-16) 
This course is repeatable for a maximum of 16 credits.

Top ED 510 INTERNSHIP (1-18)  Offered in current or future terms Has Extra Fees
By special permission and arrangement. This course is repeatable for a maximum of 40 credits.

Top ED 512 PSYCHOLOGY OF THE ADOLESCENT (3) 
Examines research from psychology, human development, and neuroscience to provide a holistic understanding of adolescents and learning with a focus on the middle/secondary student. Investigates the influence of family, neighborhood, peer, and school contexts on brain development, identity formation, and the challenges and opportunities of adolescence.

Top ED 513 LEARNING ENVIRONMENTS I: FOSTERING CLASS ENGAGEMENT (3) 
Creating a positive culture in the classroom, managing student behavior, and engaging students in critical learning discourse are challenges faced by all educators. Students will learn to develop the components of a productive and safe learning environment.

Top ED 517 ACADEMIC WRITING FOR MASTER'S STUDENTS (1) 
A writing refresher that addresses academic voice, style, tone, construction, conventions, and writing style appropriate for master's-level research papers and capstones. This course is repeatable for a maximum of 2 credits.

Top ED 518 PROFESSIONAL PRACTICE IN THE TEACHING COMMUNITY (2) 
The professional themes of communication, collaboration, reflection, knowledge of learners, professional ethics, social justice and cultural understanding will be explored and applied to teaching contexts, behaviors, dispositions, and actions.

Top ED 520 CLASSROOM MANAGEMENT (3)  Offered in current or future terms
Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Top ED 521 FUNDS OF KNOWLEDGE IN EDUCATION (3)  Offered in current or future terms
An introduction to multicultural education and developing cultural competence by using a funds of knowledge approach. This approach helps educators combine fieldwork and ethnographic research methods to gain cultural competence about the students they serve. Educators explore their own funds of knowledge as well as the children’s through exploring their community and developing activities centered on children’s own connections and resources.

Top ED 522 RACIAL AND CULTURAL HARMONY IN THE K-12 CLASSROOM (3) 
An overview of many issues relevant to the increasingly diverse student population in public schools today. It explores how a culturally competent perspective can be incorporated into curriculum design, teaching strategies, and interactions with students and parents. The course is both self-directed and communal, requiring students to respond to the materials and each other, yet at their own pace.

Top ED 524 TEACHER AS REFLECTIVE PRACTITIONER (2-3) 
Designed to help teachers make complex judgements based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Problem solving related to teaching with strong focus on generating new knowledge about teaching, learning, and assessment.

Top ED 528 ASSESSMENT FOR LEARNING (3) 
Applies the formative learning cycle to through development of an assessment plan. Examines various formative assessment practices that promote higher order thinking and empower students to show evidence of their learning through self-assessment and feedback.

Top ED 531 SCIENCE METHODS I: INQUIRY AND THE NATURE OF SCIENCE (4) 
Introduction to (1) fundamentals of science teaching including the nature of science and inquiry, (2) designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions, (3) effective teaching moves, (4) supporting acquisition of academic language, and (5) productive and safe science learning environments.

Top ED 532 SCIENCE METHODS II: SUPPORTING STUDENTS' CONCEPTUAL CHANGE (4) 
Development of skill in identifying and addressing misconceptions or naive conceptions as part of the individualized conceptual change process. Integration of technology tools for instruction and assessment. Development of high-leverage science teaching practices with a focus on enhancing classroom discourse and evidence-based argumentation with a survey of science curriculum models. PREREQS: ED 531 [B]

Top ED 537 MATHEMATICAL METHODS I: FOUNDATIONS OF NUMERICAL THOUGHT (4) 
Introduction to the fundamentals of mathematics teaching including the nature and goals of mathematical thinking, numeracy, inquiry, and related academic language of mathematics. Students are introduced to the high high-leverage practices of ambitious mathematics teaching, designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions.

Top ED 538 MATHEMATICS METHODS II: CYCLES OF ENACTMENT (4) 
Teacher candidates create instructional units based on student knowledge and skill while attending to needed accommodations. Designed to help the teacher candidate select or modify instructional materials based on student prior knowledge, experience, and interests; make accommodations for students; and provide for multiple representations across a unit of instruction. PREREQS: ED 537 [B]

Top ED 542 TEACHER LEADERSHIP (3) 
Examines current conceptions, research, and philosophies of educational leadership. The goal is to promote teacher-leadership in effective teaching and learning and influence in local educational policies and programs.

Top ED 544 TEACHING CRITICAL LITERACY (3) 
Examines literacy curriculum and teaching practices in various real world contexts, such as critical literacy, supporting second language learners, argumentation, reading engagement and social justice. While still addressing technical dimensions of literacy education, students write critical literacy curricula, take turns leading critical book discussions, and learn to critique text bias. Course challenges students to develop critical consciousness as teachers of literacy in a democracy.

Top ED 549 TEACHING IN A DIFFERENTIATED AND DIVERSE CLASSROOM (3) 
Addresses the philosophical framework, strategies, and assessment of differentiation to meet the needs of all students in the classroom.

Top ED 550 THE EFFECTIVE TEACHING CYCLE I: FOUNDATIONS AND PLANNING (4) 
The first of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. An introduction to learning theory and the relationship between teaching and learning provides the foundation. An overview of the complete teaching cycle leads to a focus on curriculum planning based on state standards.

Top ED 551 THE EFFECTIVE TEACHING CYCLE II: ASSESSMENT (4) 
The second of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. Learning in this class will concentrate on assessment for and of learning and its importance to student engagement and advancement. PREREQS: ED 550 [B]

Top ED 561 ACTION RESEARCH (1-3) 
Examines action research as a vehicle for teacher and administrator professional development. Specific topics of study include problem posing, data collection and analysis, theory building, and writing the report. This course is repeatable for a maximum of 3 credits.

Top ED 564 ADVANCED INSTRUCTIONAL STRATEGIES (3) 
Addresses research-based teaching strategies and collaboration with colleagues to improve instruction for all students in the standards-based classroom.

Top ED 565 ELEMENTARY METHODS: LITERACY (4) 
Understanding the theoretical and developmental foundations for literacy programs K-9; targeted reading, writing, listening, vocabulary, and speaking skill development and needs assessments; organizational strategies for teaching literacy; and the integration of cultural diversity and social justice into literacy learning.

Top ED 566 ELEMENTARY METHODS: MATHEMATICS (4) 
Exploration of the teaching of early childhood/elementary school mathematics with emphases on problem solving, connections, representation, communication, reasoning and proof. Course will incorporate the development of mathematical models and mental constructs. Research-based, developmentally appropriate and culturally relevant practices will be incorporated into lessons.

Top ED 572 FOUNDATIONS OF ESOL EDUCATION (3)  Offered in current or future terms
Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Top ED 573 INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION (3)  Offered in current or future terms
Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning. PREREQS: ED 572 [C]

Top ED 576 PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION (3)  Offered in current or future terms
Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities. PREREQS: ED 572 [C]

Top ED 579 LINGUISTICS FOR TEACHERS (3)  Offered in current or future terms
Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts. PREREQS: ED 572 [C]

Top ED 584 LANGUAGE ARTS METHODS I: ADOLESCENT LITERACY (4) 
Teaching language arts to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent reading comprehension, and writing and speaking skills.

Top ED 585 LANGUAGE ARTS METHODS II: STRATEGIES FOR GRADES 5-12 (4) 
Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in language arts classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

Top ED 587 SOCIAL STUDIES METHODS I: ADOLESCENT LITERACY (4) 
Teaching social studies to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent content reading comprehension, writing and speaking skills.

Top ED 588 SOCIAL STUDIES METHODS II: STRATEGIES FOR GRADES 5-12 (4) 
Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in secondary social studies classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

Top ED 592 TECHNOLOGY TOOLS FOR TEACHING (2) 
Exploration of how digital tools can be used in instruction, assessment, communication, and collaboration in educational settings to bring vibrant energy into student learning and engagement.

Top ED 593 READING AND WRITING IN THE MIDDLE AND SECONDARY SCHOOL (3) 
Reading and writing methods that can be used by middle/secondary school teachers to individualize instruction, correct basic reading and writing skills in content area; promote learning and the use of reading materials as supplementary teaching materials.

Top ED 594 DEVELOPMENT AND DIFFERENTIATION K-12 (4) 
Issues of K-12 learner socio/emotional/cognitive development across multiple areas of learning and motivation theory. The role of culture, language, and group identification in learning will be examined and applied to the consideration of differentiated instructional strategies.

Top ED 596 TECHNOLOGY FOR EDUCATORS (3) 
Explore the integration of current and emerging technologies into K-12 content areas by engaging students in real world issues and learning in a social context. Integrate technologies that promote critical thinking, communication, collaboration, and creativity. Discuss technologies in terms of cultural linguistic diversity. Gain transferrable skills. Taught via Ecampus only. PREREQS: Basic computer literacy.

Top ED 597 K-5 STEM INTEGRATION IN DIVERSE CLASSROOMS (2) 
An investigation of theory and practice related to science teaching and learning in diverse classrooms through integration of science, math, literacy and social studies.

Top ED 599 SPECIAL TOPICS (1-4) 
This course is repeatable for a maximum of 90 credits. PREREQS: Departmental approval required.

Top ED 601 RESEARCH (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 602 INDEPENDENT STUDY (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 603 THESIS (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 999 credits. PREREQS: Departmental approval required.

Top ED 605 READING AND CONFERENCE (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 606 PROJECTS (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 607 SEMINAR (1-16)  Offered in current or future terms
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 608 WORKSHOP (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 609 PRACTICUM/CLINICAL EXPERIENCE (1-16) 
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

Top ED 610 INTERNSHIP (1-15) 
This course is repeatable for a maximum of 15 credits. PREREQS: Departmental approval required.

Top ED 621 SELECTED TOPICS IN EDUCATION (3) 
This course is repeatable for a maximum of 18 credits.

Top ED 650 EQUITY AND EDUCATION POLICY (3)  Offered in current or future terms
Introduces students to key educational policy debates, with a particular focus on attempts to use education policy to advance equity. Examines different visions for the purpose of education and different definitions of equity. Explores the roles of different actors within education policy, including legislators, courts, and non-governmental organizations. Provides students with frameworks for analyzing education policy, which students will then apply to analyze a current policy debate that is of interest to them.

Top ED 651 RESEARCH BILINGUALISM AND MULTILINGUALISM (3) 
Develops critical research skills to create new knowledge in the field of multilingualism. Examines interdisciplinary and intersectional perspectives to consider notions of identity among multilinguals and explore the historical trajectory of bilingualism and multilingualism research. Provides a broad understanding of the theoretical and methodological frameworks used to study bilingualism and multilingualism in globalized contexts.

Top ED 652 ETHNOGRAPHIC METHODS (3)  Offered in current or future terms
As an advanced qualitative method class, this course introduces theory and ethnographic research methods by presenting the various ways by which socio-cultural anthropologists observe and analyze phenomena, groups or individuals in everyday language and social practices in their local and global contexts, taking into account issues of language, equity and educational policy. Students will carry out an ethnographic research project of a particular phenomenon they wish to learn more about. PREREQS: SED 622 [B]

Top ED 653 DISCOURSE, IDENTITY AND EDUCATION (3) 
Builds a foundation in discourse theory and its applications to identity and education. Includes empirical studies that draw from particular lenses of discourse theory, exemplifying how these scholars organize the design, implementation, and discussion of research around discourse theory. Develops knowledge of discourse theory to propose a study that could be conducted drawing from discourse analytic perspectives.

Top ED 808 WORKSHOP (1-4) 
This course is repeatable for a maximum of 16 credits.



 
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