Education - 2017-18 Bulletinbulletin.wustl.edu/undergrad/artsci/education/education.pdf · Teaching and Learning 4 Educ 408 Education and Psychology of Exceptional Children 3 Educ

Bul le t in 2019-20Educat ion (10 /25 /19)

EducationThe Department of Education offers students a choice betweenthree basic types of major: the teacher education majors,which allow students to prepare for careers as teachers; theeducational studies major, which allows students to studyeducational institutions and their sociocultural contexts andprocesses; and the applied linguistics major, which emphasizesthe theoretical and empirical foundations of second-languagestudies.

Our teacher education programs prepare students to teachin their choice of elementary, middle or high school settings.Although this major is preparation for a teaching career, studentswill also be prepared to seek positions in cultural institutions andeducational agencies. Our teacher education majors providecourse work in the psychological bases of learning and teaching;the social and historical background of school systems; andteaching methodology, which includes student teaching. Studentteaching is done during the senior year as part of an integratedprofessional semester of interrelated courses and teachingexperiences in a local school. Students will also have otheropportunities to participate in field experiences, because schoolvisits and observations are included in many additional teachereducation courses.

Our major in educational studies examines and applies thehistorical, social, cultural, psychological and public policyaspects of educational institutions and educational processes,as well as the social and cultural factors that affect them.The program provides an entry point into the study of themultidimensional field of education, analysis, the individual andthe collective. Many educational studies majors pursue graduateor professional study; however, this major also preparesstudents to work in educational, nonprofit and governmentagencies.

Our major in applied linguistics is concerned with increasingthe understanding of the role of language in human affairs andtherefore with providing the knowledge necessary for those whoare responsible for making language-related decisions, whetherthe need arises in the classroom, the workplace, the law courtor the laboratory. Students evaluate theory and research indifferent dimensions of the field, such as educational linguistics,second-language studies, sociolinguistics and language policy.The major in applied linguistics meets the increasing domesticand international demand for second- and foreign-languageresearchers and specialists and helps students qualify forpositions that may involve linguistically and culturally diverselearners in the United States and around the world.

Contact: Lindsey Miller

Phone: 314-935-6730

Email: [email protected]

Website: http://education.wustl.edu

FacultyChairAndrew Butler (https://education.wustl.edu/people/andrew-c-butler)Associate ProfessorPhD, Washington University

Endowed ProfessorsCarol Camp Yeakey (https://education.wustl.edu/people/carol-camp-yeakey)Marshall S. Snow Professor of Arts & SciencesPhD, Northwestern University

William F. Tate (https://education.wustl.edu/people/william-f-tate)Edward Mallinckrodt Distinguished University Professor in Arts &SciencesPhD, University of Maryland, College Park

ProfessorsCindy Brantmeier (https://education.wustl.edu/people/cindy-brantmeier)Professor of Education and Applied LinguisticsPhD, Indiana University Bloomington

Odis Johnson (https://education.wustl.edu/people/odis-johnson)PhD, University of Michigan-Ann Arbor

Associate Professors Garrett A. Duncan (https://education.wustl.edu/people/garrett-albert-duncan)PhD, The Claremont Graduate School

Mary Ann Dzuback (https://education.wustl.edu/people/mary-ann-dzuback)PhD, Columbia University

Rowhea Elmesky (https://education.wustl.edu/people/rowhea-elmesky)PhD, Florida State University

Michelle Purdy (https://education.wustl.edu/people/michelle-purdy)PhD, Emory University

Assistant ProfessorEbony Duncan-Shippy (https://education.wustl.edu/people/ebony-m-duncan-shippy)PhD, Vanderbilt University

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Senior LecturersJudy Lamb (https://education.wustl.edu/people/judy-lamb)MA–Ed, Washington University

Madonna Riesenmy (https://education.wustl.edu/people/madonna-riesenmy)PhD, Washington University in St. Louis

Affiliate FacultyJohn Baugh (https://education.wustl.edu/people/john-baugh)Margaret Bush Wilson Professor in Arts & SciencesPhD, University of Pennsylvania

William W. Clark (https://pacs.wustl.edu/people/william-w-clark-phd)PhD, University of Michigan

Sarah C.R. Elgin (https://education.wustl.edu/people/sarah-elgin)Victor Hamburger Professor Emerita in Arts & SciencesPhD, California Institute of Technology

Patrick C. Gibbons (https://education.wustl.edu/people/patrick-c-gibbons)PhD, Harvard University

Allison King (https://www.ot.wustl.edu/about/our-people/allison-king-48)MD, University of Missouri School of Medicine, Columbia

Mark A. McDaniel (https://education.wustl.edu/people/mark-mcdaniel)PhD, University of Colorado

Mike Strube (https://education.wustl.edu/people/michael-strube)PhD, University of Utah

Rebecca Treiman (https://education.wustl.edu/people/rebecca-treiman)Baker Professor of Child Developmental PsychologyPhD, University of Pennsylvania

James V. Wertsch (https://education.wustl.edu/people/james-wertsch)Marshall S. Snow Professor in Arts & Sciences; Vice Chancellorfor International RelationsPhD, University of Chicago

MajorsTeacher education majors should seek admission to a teacherpreparation program early in their sophomore year. To beeligible, students must pass an entrance examination mandatedby the State of Missouri and have at least a 3.0 overall grade-point average. In addition, students should consult with aneducation department adviser as early as possible to ensurethat they fulfill College of Arts & Sciences, departmental andprofessional requirements for certification. Upon completionof the program, a satisfactory records check, and the

recommendation of the Washington University Departmentof Education, the Missouri Department of Elementary andSecondary Education issues a teaching certificate if the studenthas passed the required Missouri certification exams, has anoverall GPA of at least 3.0, and has no grade lower than a B inrequired field or education course work. The following teachereducation majors are available:

The Major in Elementary TeacherEducationTotal units required: 48

This major prepares students to teach grades one through sixand may be completed within a four-year undergraduate degree.It is suggested, although not required, that students consider aminor in another field of study. In addition, students are requiredto complete the following education courses:

Code Title Units

Educ 313B Education, Childhood, Adolescence,and Society

3

Educ 314 Sociolinguistics, Literacies, Schools,and Communities

3

Educ 4052 Educational Psychology: A Focus onTeaching and Learning

4

Educ 408 Education and Psychology ofExceptional Children

3

Educ 466 Mathematics for Elementary SchoolTeachers

3

Educ 4681 Teaching Reading in the ElementarySchool

3

Total Units 19

• Students must enroll in the methods block during the springof the junior year:

Code Title Units

Educ 4731 Elementary School Mathematics 3

Educ 4741 Elementary Science: Content,Curriculum and Instruction

2

Educ 470 Language, Learning and Instruction 3

Educ 4751 Elementary Social Studies: Content,Curriculum and Instruction

2

Educ 4771 Arts and Aesthetics: A Means ofCommunication

3

Educ 4841 Elementary Methods Field Experience 2

Total Units 15

• Elementary student teaching (Educ 4911) occurs during thefall of the senior year, and students concurrently enroll inEduc 525 and Educ 4831:

2


Code Title Units

Educ 4831 The Teaching-Learning Process in theElementary School

3

Educ 4911 Student Teaching in the ElementarySchool

var.;max

8

Educ 525 Diagnosis and Correction of ReadingDisabilities

3

The Major in Middle SchoolTeacher EducationTotal units required: 44

This option prepares students to teach in middle school gradesfive through nine. Students must major in a subject field taught atthe middle school level (English, science, mathematics or socialstudies) and maintain a 3.0 GPA in that content field. In addition,students are required to take the following education courses:

• 3 credits in educational foundations:

Code Title Units

Educ 301C The American School 3

or Educ 453B Sociology of Education

or Educ 459F Philosophies of Education

or Educ 481W History of Education in the United States

or Educ 481 History of Education in the UnitedStates

• All of the following courses:

Code Title Units

Educ 325 Psychology of Adolescence 3


4


3

Educ 4451 Teaching Writing in School Settings 3

Educ 4821 The Teaching-Learning Process in theSecondary School

3

Educ 4843 Field Experience Seminar var.;max

3

Educ 4951 Middle School Philosophy andOrganization

2

Educ 4952 Middle School Curriculum andInstruction

3

Educ 5253 Instructional Interventions inReading for Adolescents and EnglishLanguage Learners

3

• The student's content area curriculum and instruction course

• Educ 4922 and Educ 5681: This course work includes asemester of student teaching during the senior year.

The middle school teacher education option may be done inconjunction with the secondary major (all requirements for bothmust be met, including student teaching at both levels). Studentswho choose middle school will student teach during the springof their senior year. Some education course work will be takenconcurrently with student teaching, but that course work will varydepending upon the option selected.

The Major in Secondary TeacherEducationTotal units required: 36-39

This major prepares students to teach in a senior high school,grades nine through 12. Students are required to complete amajor in a teaching field, such as English, mathematics, sciencesor social studies, and to maintain a 3.0 GPA in that major. Inaddition, students are required to take the following educationcourses:

• 3 credits of educational foundations:

Code Title Units







Code Title Units


3


4


3


3


3


3

• The student's content area curriculum and instruction course(plus Educ 4451 for English majors)

• Educ 492 and Educ 5681: This course work includes asemester of student teaching (Educ 492) during the spring of

3


the senior year, during which students concurrently enroll inEduc 4821.

The Major in K-12 TeacherEducationTotal units required: 36

This major prepares students to teach K-12 in the areas of artand foreign languages, including Latin. Students are requiredto complete a major in their teaching field and to maintain a 3.0GPA in that major. In addition, students are required to take thefollowing education courses:

• 3 credits of educational foundations:

Code Title Units







Code Title Units


3


4


3


3


3


3

• The student's content area curriculum and instruction course

• Educ 494 and Educ 5681: This course work includes asemester of student teaching (Educ 494) during the spring ofthe senior year, during which students concurrently enroll inEduc 4821.

The Major in Educational StudiesTotal units required: 24

Our major in educational studies examines the historical,social, cultural, psychological and public policy aspects ofeducation. This major applies the perspectives and methods ofvarious disciplines to questions about educational institutionsand processes and the social and cultural factors that affect

them. Many educational studies majors pursue graduate orprofessional study; however, this major also prepares studentsto work in educational, nonprofit and government agencies.Students are required to complete 24 units of advanced study asfollows:

• Three courses in discipline-based studies selected from thefollowing:

Code Title Units

Educ 304 Educational Psychology 3

Educ 434B Seminar in Black Social Sciences 3

Educ 453B Sociology of Education 3

Educ 459F Philosophies of Education 3

Educ 462 Politics of Education 3

Educ 4621 The Political Economy of UrbanEducation

3

Educ 481W History of Education in the UnitedStates

3

Educ 481 History of Education in the UnitedStates

3

• One or two courses in individual processes of educationselected from the following:

Code Title Units

Educ 315 Cognitive Bases of Peak PerformanceI

3

Educ 4023 Second Language Acquisition andTechnology

3


4

Educ 4055 Central Topics in Learning SciencesResearch

3


3

Educ 433W Complex Learning in Education 3

Educ 461B The Construction and Experience ofBlack Adolescence

3

Educ 4692 Second Language Reading andWriting: Theory, Research andPractice

3

• One or two courses in social context of education selectedfrom the following:

Code Title Units


Educ 303 Gender and Education 3


3


3

4


Educ 4033 Video Microanalysis: Methods andTools

3

Educ 4111 Linguistics and Language Learning 3

Educ 4280 History of Urban Schooling in theUnited States

3

Educ 4288 Higher Education in American Culture 3

Educ 4289 Neighborhoods, Schools and SocialInequality

3

Educ 4315 Culture, Language and the Educationof Black Students

3

Educ 4511 Race, Ethnicity and Culture:Qualitative Inquiry in Urban Education

3

Educ 4608 The Education of Black Children andYouth in the United States

3

Educ 489 Education and Public Policy in theUnited States

3

Educ 4891 The Science and Politics of Testing inthe United States

3

• One elective

• During the senior year, either Educ 404 (Honors) orEduc 4999 (Capstone Seminar)

Educational studies majors are strongly urged to complete asecond major.

The Major in Applied LinguisticsThe major in applied linguistics is concerned with increasingthe understanding of the role of language in human affairs and,therefore, with providing the knowledge necessary for thosewho are responsible for making language-related decisions,whether the need arises in the classroom, the workplace, thelaw court or the laboratory. With the major in applied linguistics,students learn to evaluate theory and research in differentdimensions of the field, such as educational linguistics, second-language studies, sociolinguistics and language policy. Requiredintroductory courses provide the necessary foundation ofadvanced classes. Courses at all levels include the criticalanalysis of different theories, conceptual models and researchmethodologies. Students in applied linguistics may engagein international or domestic internships or work with facultymembers on their research.

Specifically, the major in applied linguistics at WashingtonUniversity meets the increasing domestic and internationaldemand for second- and foreign-language specialists. This major— in combination with a major or minor in educational studies,any language (e.g., Spanish, French, Italian, Chinese, Swahili,German, Japanese), anthropology, philosophy-neuroscience-psychology, or psychological & brain sciences — helps studentsqualify for positions that may involve linguistically and culturallydiverse learners in the United States and around the world. Themajor is also suitable for students who wish to pursue graduate

studies in applied linguistics, education, psychology and otherrelated fields.

This major is composed of 30 credits (27 credits for secondmajors) that focus on the theoretical, empirical and practicalfoundations of teaching and learning languages.

Required Courses:

• The following course:

Code Title Units


• One of the following:

Code Title Units

Ling 170D Introduction to Linguistics 3

Educ 200 Topics in Education 3

• One second-language course or a course with the Arts &Sciences IQ Curriculum attribute LCD (Language & CulturalDiversity-Culture).

Elective Courses:

• At least two of the following (Subfield: Second LanguageStudies):

Code Title Units



3


3

Ling 466 Second Language Acquisition 3

Span 467 Grammar and Vocabulary Acquisition 3

• One of the following (Subfield: Educational Linguistics orSociolinguistics):

Code Title Units

AFAS 210 The Linguistic Legacy of the AfricanSlave Trade in InterdisciplinaryPerspective

3

Anthro 3386 Language, Culture and Society 3


3

Ling 311 Introduction to Semantics 3

Ling 312 Phonetics 3

Ling 339 Introduction to Sociolinguistics 3

Ling 341 Linguistic Diversity in the UnitedStates

3

• Other courses from following list:

5


Code Title Units

Comp Lit 394 Worldwide Translation: Language,Culture, Technology

3

Educ 4014 Urban Education in MultiracialSocieties

3

Educ 4036 Children of Immigrants: Identity andAcculturation

3

Educ 4302 Cognitive Psychology Applied toEducation

3


3


E Lit 407 Old English, Introductory 3

E Lit 472 History of the English Language 3

Psych 433 Psychology of Language 3

Span 370 Introduction to Hispanic Linguistics 3

Span 417 Spanish Phonetics, Phonology andDialectology

3

Under certain circumstances, students may count toward theirmajor a limited number of relevant classes not listed here.Such circumstances include study abroad and preparationfor a specialized capstone. A specific plan of study must beworked out in advance with the adviser in the Applied Linguisticsprogram.

Additional InformationSenior Honors: Students who wish to pursue honors study needto contact the departmental Honors Coordinator about eligibility.Qualifications for eligibility include a minimum 3.65 GPA andthe completion of some education course work. Honors studyinvolves both the demonstration of acquired knowledge anda thesis based on an original research project. Students maycontact a faculty honors adviser as early as the sophomore year,but ideally this is done during the junior year.

Title II: Section 207 of Title II of the Higher Education Actmandates that Washington University's teacher educationprograms (or the Department of Education) make public specificteacher education performance data. That information canbe found on the Department of Education website (http://education.wustl.edu/undergraduate/certification).

MinorsThe Minor in Educational StudiesUnits required: 18

Required courses:

Discipline-Based Study (two courses required):

Code Title Units

Educ 304 Educational Psychology 3

Educ 434B Seminar in Black Social Sciences 3


Educ 459F Philosophies of Education 3

Educ 462 Politics of Education 3

Educ 4621 The Political Economy of UrbanEducation

3

Educ 481W History of Education in the UnitedStates

3


Individual Processes of Education (one course required):

Code Title Units

Educ 315 Cognitive Bases of Peak PerformanceI

3


3


4

Educ 4055 Central Topics in Learning SciencesResearch

3


3

Educ 433W Complex Learning in Education 3

Educ 461B The Construction and Experience ofBlack Adolescence

3


3

Social Context of Education (one course required):

Code Title Units


Educ 303 Gender and Education 3


3


3

Educ 4033 Video Microanalysis: Methods andTools

3


Educ 4280 History of Urban Schooling in theUnited States

3

Educ 4288 Higher Education in American Culture 3

Educ 4289 Neighborhoods, Schools and SocialInequality

3

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3

Educ 4511 Race, Ethnicity and Culture:Qualitative Inquiry in Urban Education

3

Educ 4608 The Education of Black Children andYouth in the United States

3

Educ 489 Education and Public Policy in theUnited States

3

Educ 4891 The Science and Politics of Testing inthe United States

3

Elective courses:

The remaining 6 units are electives that can be satisfied with anycourses from the above lists.

The Minor in Applied LinguisticsUnits required: 18

This minor is composed of 18 credits that focus on thetheoretical, empirical and practical foundations of teachingand learning languages. All participating students must have adeclared primary major.

Required Courses (taught in English unless otherwiseindicated):

• The following courses:

Code Title Units



3

Ling 466 Second Language Acquisition 3

• One of the following:

Code Title Units

Ling 170D Introduction to Linguistics 3


Elective Courses:

• At least one of the following:

Code Title Units

AFAS 210 The Linguistic Legacy of the AfricanSlave Trade in InterdisciplinaryPerspective

3

Anthro 3386 Language, Culture and Society 3

Anthro 4122 Language and Gender 3


3

Educ 4302 Cognitive Psychology Applied toEducation

3


3

Ling 312 Phonetics 3

Psych 433 Psychology of Language 3

Span 417 Spanish Phonetics, Phonology andDialectology

3

CoursesVisit online course listings to view semester offerings forL12 Educ (https://courses.wustl.edu/CourseInfo.aspx?sch=L&dept=L12&crslvl=1:4).

L12 Educ 102 First-Year Seminar: Comparative andInternational EducationThe purpose of this seminar is for students to gain a greaterunderstanding of some of the most critical issues in educationtoday. In addition to course readings and discussions, the classtravels to various sites in the community in order to see someof the effects of these issues on students, parents, schools,teachers and their communities. The seminar consists of severalsegments. In each one, students read literature addressing aparticular issue surrounding education, schooling and learning.Students then participate in a site visit to observe and/orexperience the issue we are examining. Class sessions alternatebetween weekly meetings and site visits.Credit 3 units. A&S: FYS A&S IQ: SSC Arch: SSC Art: SSC BU:BA EN: S

L12 Educ 200 Topics in EducationIntroduction to broad areas of educational concern. Topics varyby semester.Credit 3 units. A&S IQ: SSC Art: SSC BU: HUM EN: S

L12 Educ 203A Introduction to Education: Social Inequality,Development, & Early Childhood EducationThis course is a broad look at the diverse issues surroundingeducation not only in the United States but around the world.Students examine schooling in areas such as the Pacific Rim,Middle East, Europe and America. We also take a look ateducating when working with children with special needs. Inaddition, students explore some of the ideas and issues uniqueto the experience of teaching and learning in the United States.Students work in small groups throughout the semester inprojects designed to deepen their understanding of education inthe 21st century. Throughout the semester, students participatein the Each One Teach One program as tutors. (This course isrecommended for freshmen and sophomores only.)Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 234 Introduction to Speech and Hearing DisordersIntroduction to the fields of speech-language pathology,audiology, education of hearing-impaired children, and speechand hearing sciences. Normal speech and hearing processesare discussed, as well as communication disorders. Selectedresearch topics in speech and hearing sciences are presented.Credit 3 units. BU: BA EN: S

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L12 Educ 300 Topics in EducationAn examination and appraisal of major educational issues,drawing on normative frameworks, empirical research andanalytical literature. Seminar format. Topics vary by semester.Prerequisite: sophomore standing.Credit 3 units. A&S IQ: SSC Art: SSC BU: BA

L12 Educ 301C The American SchoolAn analysis of the development of American schooling withinthe context of American social history. Focus on three generalthemes: differing conceptions of schooling held by leadingAmerican educational thinkers, changing relationships amongschools and such other educational institutions as the churchand the family, policy issues that have shaped the developmentof schooling in America.Credit 3 units. A&S IQ: HUM, SD Arch: HUM Art: HUM BU: BA,ETH, HUM EN: H

L12 Educ 303 Gender and EducationAn examination, through the lens of gender, of educationalpractices at the preprimary, primary, secondary and highereducation levels. A sociological and historical approachlinks gender discrimination in education to other forms ofdiscrimination as well as social forces. Students' own gender-related educational experiences are analyzed in the contextof the literature used in the course. Prerequisite: sophomorestanding or permission of instructor.Credit 3 units. A&S IQ: SSC, SD Art: SSC BU: BA EN: S

L12 Educ 304 Educational PsychologyA course in psychological concepts relevant to education.Organized around four basic issues: (1) how humans thinkand learn; (2) how children, adolescents, and adults differ intheir cognitive and moral development; (3) the sense in whichmotivation and intention explain why people act as they do;and (4) how such key human characteristics as intelligence,motivation, and academic achievement can be measured.Offered fall and spring semesters.Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 306 Literacy Education in the Context of HumanRights and Global JusticeLiteracy is a fundamental human right. In this course, weexplore the current and historical relationships between literacyand human rights. This includes an analysis of the ways inwhich literacy education is fundamentally linked to issuesof global justice, including political engagement and votingrights, environmental sustainability, gender and racial equality,and participation in the globalized economy. We investigatehow literacy education has played a role in social strugglesat local, national and international levels such as the creationof the Freedom Schools in St. Louis; the Native Americanboarding school movement; the Civil Rights movement in theUnited States including the creation of the Citizenship schools;the Ebonics debate in Oakland, California; the NicaraguanLiteracy Campaign; and the current No Child Left Behind federaleducational policy. Students explore how literacy education hasbeen used, in each of these cases, as a tool of empowermentand a tool of oppression.Credit 3 units. BU: BA EN: S

L12 Educ 313B Education, Childhood, Adolescence, andSocietyAn examination of childhood, child development, and educationfrom different perspectives. Observation of children in avariety of settings, including classrooms. Through historical,sociological, psychological and political readings, students willclarify current ideas about children, investigate the nature ofchildhood, and begin to understand how and why childhood isconstructed as it is.Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 314 Sociolinguistics, Literacies, Schools, andCommunitiesThe well-known "literacy crisis" has forced scholars from manynations to turn their attention to learning about linguistic, culturaland class diversity of students and what this means for learningin schools. In this course we will engage with the perceiveddisjuncture between homes, communities, and schools in anera of higher literacy standards, local literacies, and communityknowledge. We will examine the contribution of sociolinguisticsto what we know about language and literacy education,achievement, and how this relates to social transformationwithin and across communities. Students can expect theoreticaland methodological conversations as we use critical discoursetheories, systemic linguistic approaches, and empowermenttheories as lenses to formulate, challenge and critique theexisting status of language and literacy education.Credit 3 units. A&S IQ: HUM, SC, SD BU: BA EN: H

L12 Educ 315 Cognitive Bases of Peak Performance IAn examination and appraisal of major educational issues,drawing on normative frameworks, empirical research andanalytical literature. Seminar format. Topics vary by semester.Prerequisite: sophomore standing.Credit 3 units. A&S IQ: SSC BU: BA EN: S

L12 Educ 325 Psychology of AdolescenceA broad introduction to adolescence as a developmentalperiod of transition and change. The major topics includethe fundamental changes of adolescence, the context ofadolescence, and processes of psychological development.Prerequisite: Psych 100B.Same as L33 Psych 325Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 338 Computer Technology in EducationTechnology has become increasing important in educationin the last 10 years. Many exciting new software applicationshave been developed by scholars in the learning sciences, aninterdisciplinary field based in cognitive psychology. Many ofthese systems draw on the power of the internet to supportonline student collaboration in inquiry-based and project-based learning. This course introduces students to computertechnology in education. No prior knowledge of computerprogramming or software design is required. A major goal of thecourse is to teach students the basic concepts behind computerprogramming and design. Toward this end, a significant portionof the course involves laboratory work where students solveprogramming assignments. This basic knowledge allowsstudents to acquire a deeper understanding of the differentpossible approaches to developing computer applications thatare based on learning sciences research. This course requires aspecial classroom in which each student has their own computer

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during the class. Enrollment is limited to the number of studentsthat can be supported by this classroom.Credit 3 units. EN: S

L12 Educ 366 Psychology of CreativityThis course is an introduction to the psychological study of artand creativity. Our topics include the artist, the audience, theartistic product, the creative process, and social, cultural, andinstitutional influences on the creative process. We will explorethese issues by considering a range of creative fields, includingpainting, literature, music and theater performance. Throughoutthe semester, we will take a developmental perspective onpsychology and art. How do children learn to create, perceiveand understand different art forms? What role can the arts playin education? To ground our study of the psychology of art, wewill explore what "art" is, which members of society are labeled"artists," and how these categories are socially and culturallydefined. Prerequisites: Educ 304 Educational Psychology orPsych 325 Adolescent Psychology or Psych 321 DevelopmentalPsychology.Credit 3 units. A&S IQ: SSC Art: SSC BU: BA

L12 Educ 400 Topics in EducationAn analysis of major educational issues, drawing on empiricalresearch and literature. Seminar format. Topics vary bysemester.Credit 3 units.

L12 Educ 4014 Urban Education in Multiracial SocietiesThis course offers students an analysis of the historicaldevelopment and contemporary contexts of urban educationin English-epeaking, multiracial societies. It examines legaldecisions, relevant policy decisions, and salient economicdeterminants that inform urban systems of education inWestern societies including, but not limited to, the UnitedStates, Canada, Great Britain, and South Africa. The coursedraws on quantitative, qualitative, and comparative data asan empirical foundation to provide a basis for a cross-culturalunderstanding of the formalized and uniform system of publicschooling characteristic of education in urban settings. Giventhe social and material exigencies that shape urban schoolsystems in contemporary societies, special attention is given inthis course to the roles of migration, immigration urbanization,criminal justice, industrialism, de-industrialism, and globalizationin shaping educational outcomes for diverse students in theaforementioned settings. Prerequisite: junior standing orpermission of instructor.Same as L18 URST 400Credit 3 units. A&S IQ: SSC, WI EN: S

L12 Educ 4015 American Democracy and the Policy-MakingProcessThis course is part of the Semester in DC Program.Same as L32 Pol Sci 4001Credit 3 units. EN: S

L12 Educ 4022 Higher Education Administration: History,Research, and PracticeHigher education is the subject of much general public interestand commentary, and yet it is an endeavor with an extraordinaryamount of specific detail, practices and expertise. In this course,students will study the history and research that underlies thecurrent state of higher education in America. Then, specific

practices and regulations in higher education administration willbe described and related to the research. Students will thenapply this information to the analysis of specific situations inhigher education administration and the management of publicperceptions of universities. There are no prerequisites, butthe course is intended for advanced undergraduates and PhDstudents and is restricted to the consent of the department.Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: HUM EN:S

L12 Educ 4023 Second Language Acquisition andTechnologyThis seminar, for undergraduate and graduate students,transforms research and theory about second languageacquisition into practice while focusing on technology-drivenapplications. The course fosters professional development asparticipants formulate critical skills for evaluating, creating andintegrating technology into the language classroom. Courseformats include readings, discussions and demonstrationswith technologies. The course is now open to undergraduates.Graduate students can enroll whenever it suits their courseplanning. The course counts for the Graduate Certificate inLanguage Instruction and for the undergraduate minor in appliedlinguistics. This course carries the Social Sciences attribute andcan be taken as an elective in several different programs.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 4033 Video Microanalysis: Methods and ToolsThe purpose of this course is to explore video microanalysisas a methodological tool for studying and valuing unconsciousaspects of culturally diverse settings. Utilizing social culturaltheoretical lens, this type of analysis reveals fleetingactions, subtle movements, peripheral events and nonverbalcommunication that are not easily identified in real-time viewing.Specifically we may look at facial expressions, direction of gaze,hand movements, body position and use of material resourcesas micro techniques to expand our capacity to explore minuteaspects and alternative interpretations of social interactions.Credit 3 units. A&S IQ: SSC, SD Arch: SSC Art: SSC EN: S

L12 Educ 4036 Children of Immigrants: Identity andAcculturationThis seminar takes an interdisciplinary approach to childrenof immigrants as an analytical subject. Our investigation looksinto the 1.5- and second-generation youth of different culturaland ethnic backgrounds in the United States, with many casestudies focusing on Asian Americans and Latinx individuals.Discussion topics include migration and identity, ethnicity andrace, bilingualism and biculturalism, family and school, youthculture, and other pressing issues, such as mental health. Theseminar offers a theoretical look into the lives of children ofimmigrants by introducing different research methodologiesfrom the social sciences. Students are required to conduct anindividual research project among a selected group of children ofimmigrants.Same as L97 IAS 4036Credit 3 units. A&S IQ: HUM, LCD, SC, SD Arch: HUM Art: HUMBU: HUM EN: H

L12 Educ 404 Study for HonorsA research program arranged by the student and a facultymember. Prerequisite: recommendation for Honors study.Credit 3 units. EN: S

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L12 Educ 4052 Educational Psychology: A Focus onTeaching and LearningThe classroom as a physical, social and intellectual environment.Selected psychological concepts and theories are appliedto processes and practices of teaching and learning throughreadings, discussions and participation/observation in preschoolsand elementary and secondary schools. A systematic, firsthandlook at schooling in America both for prospective teachers andthose interested in furthering their understanding of fundamentalprinciples of teaching and learning. Prerequisite: sophomorestanding. Must enroll in fieldwork laboratory (5 hours per week).Credit 4 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 4055 Central Topics in Learning SciencesResearchThe learning sciences are a group of disciplinary approachesto the study of learning, including cognitive science, education,psychology, anthropology and sociology. The core of theapproach is based in the study of cognition and its relationship tothe disciplines of science, mathematics and literacy. Technologyhas become increasingly important in the last 10 years, ascomputer-supported collaborative learning (CSCL) software hasgrown in sophistication and effectiveness. The learning scienceshave contributed interesting new methodologies for studyingand documenting how learning occurs in real-world settings.In this course, we review the broad range of research currentlytaking place in the learning sciences, including methodologies forstudying learning, computer software that supports both solitaryand collaborative learning, the impact of new technologieson educational practice, and how learning sciences researchimpacts teacher professional development and school-widereform. Students acquire the ability to think creatively andcritically about the learning sciences, and to critically evaluatethe strengths and weaknesses of specific classroom approachesand software applications.Credit 3 units. EN: S

L12 Educ 407 Curriculum and Instruction in Modern ForeignLanguagesModern foreign language curriculum in the secondary schools,with emphasis on the selection, organization and appraisal ofmaterials. Analysis of methods of instruction and evaluation inteaching modern foreign languages. Prerequisite: admission toteacher education program. Secondary teacher education majorsare required to take 3 credit hours during the fall semester inwhich student teaching is done.Credit 3 units. A&S IQ: HUM Art: HUM EN: H

L12 Educ 408 Education and Psychology of ExceptionalChildrenMajor handicaps of children that require educationalmodifications. The nature of the handicaps, their known causes,and educational provisions for exceptional children, rangingfrom special schools to "mainstreaming" children into regularclassrooms. The nature of giftedness, together with currentpractices of educating gifted children and youth. Required inteacher certification program. Prerequisite: sophomore standing.Offered Fall and Spring semesters.Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 Educ 4111 Linguistics and Language LearningThe course, taught in English, provides a critical survey ofvarious components involved in the relationship betweenlinguistics and language learning. The course emphasizes thelanguage learner and explores dimensions of second languageacquisition. The course begins with an examination of linguistictheories and then highlights the influence of linguistic theorieson L2 acquisition research. The course then moves to anexploration of research on language and the brain. With thisfoundation, the course covers both internal and external factorsrelated to language acquisition, such as language aptitude, age,gender, memory, prior knowledge, etc. In summary, theoreticaland research dimensions of both linguistics and languagelearning are treated. This course counts as a requirement forthe Graduate Certificate in Language Instruction and for theundergraduate minor in applied linguistics. Prerequisite: Ling 170is recommended but not required.Credit 3 units. A&S IQ: SSC BU: BA EN: S

L12 Educ 413 Curriculum and Instruction in Art K-12Art curriculum in the public schools, with emphasis onexamination of methods and materials for teaching art.Prerequisite: admission to teacher education program.Secondary teacher education majors are required to take 3 credithours during the year in which student teaching is done. Offeredfall semester.Credit 3 units. A&S IQ: HUM Art: HUM EN: H

L12 Educ 414 Curriculum and Instruction in EnglishEnglish curriculum in the secondary school; emphasis on theselection and organization of materials. Analysis of methods ofinstruction and evaluation in teaching literature and language.Prerequisite: admission to teacher education program.Secondary teacher education majors are required to take 3 credithours during the year in which student teaching is done. Offeredfall semester.Credit 3 units. A&S IQ: HUM Art: HUM EN: H

L12 Educ 415 Curriculum and Instruction in ScienceSecondary school science curriculum and instructional methods,including evaluation of curricular materials and studentperformance based on specific teaching objectives. Prerequisite:admission to teacher education program. Secondary teachereducation majors are required to take 3 credit hours during thefall semester during the year in which student teaching is done.Offered fall semester.Credit 3 units. A&S IQ: NSM Art: NSM

L12 Educ 417 Curriculum and Instruction in MathematicsMathematics curriculum in the secondary school, with emphasison modern developments in organization of mathematics.Analysis of methods of instruction and evaluation in teachingmathematics. Prerequisite: admission to teacher educationprogram. Secondary teacher education majors are required totake 3 credit hours during the fall semester during the year inwhich student teaching is done.Credit 3 units. A&S IQ: NSM Art: NSM

L12 Educ 418 Curriculum and Instruction in Social StudiesGoals of general education in social studies and theirrelationship to the nature of knowledge in the social sciences.Introduction to the nature of thinking and its relationship topedagogy and teaching materials. Prerequisite: admission to

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teacher education program. Secondary teacher education majorsare required to take 3 credit hours during the year in whichstudent teaching is done.Credit 3 units. A&S IQ: SSC Art: SSC EN: S

L12 Educ 4211 New Media Literacy and Popular Culture inEducationAt the closing of the 20th century, the "digital turn" began toshape how individuals learn, communicate and interact withone another. Current and emerging media technologies havecontinued to change how individuals (youth and adults alike)gather information; consume, produce and disseminate texts;and participate in both local and global communities throughprint- and screen-based platforms such as email, blog, podcastand mash-ups, among others. In this course, we explorewhat we mean by technology, the various types and uses oftechnology and the relationship of technology to literacy andeducation. We begin with characteristics of "new media" andconsequences of the digital revolution. Then, we examineconceptualizations of literacy in a historical context-from literacyas reading and writing to literacy as multimodality, convergenceand participation. Finally, we shift our inquiry to investigate hownew media literacies and technologies are shaping (and areshaped by) different forms of popular culture in United Statesand international contexts, including parts of Asia, Australia,Europe, Africa and North and South America. We make explicitthe connections to education and explore possible directionsfor research and practice, including copyright and fair useissues present in educational settings. Readings, discussionsand activities online and in actual communities culminate inindividual- and class-based new media productions. Prerequisite:at least junior standing or permission of the instructor.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 4271 Health of the ChildA study of the health and nutrition of children. Prerequisites:admission to the teacher education program or permission ofdirector of Teacher Education.Credit 1 unit. EN: S

L12 Educ 428 History of Education in the United StatesCredit 3 units. EN: S

L12 Educ 4280 History of Urban Schooling in the UnitedStatesThis reading colloquium examines the history of urban schoolingand school policy in the United States. Readings focus onthe growing literature in the history of urban schooling and onprimary source material. We explore urban schooling in generaland we examine particular primary source material as well asparticular cities and their school districts. Such districts mayinclude New York, Boston, Chicago, Detroit, St. Louis, LosAngeles, San Francisco, Atlanta and others. The course hastwo goals: to develop a strong contextual understanding of theconditions of urban schooling, the history of urban school reform,and the debates over the purposes of urban schools; and toexamine the ways historians have explored urban schooling inthe U.S. Students should expect to read a book a week as wellas primary source materials and occasional articles.Credit 3 units. A&S IQ: HUM BU: HUM EN: H

L12 Educ 4288 Higher Education in American CultureColleges and universities in the United States have been thesites of both cultural conservation and political and culturalsubversion from their founding in the 17th and 18th centuries.They have been integral to national and regional cultural andeconomic development. In addition, they have functioned as onecomponent of an increasingly diversified and complex systemof education. This course, a reading colloquium, surveys highereducation in American history, including the ideas that havecontributed to shaping that history, beginning with its origins inEuropean institutional models. We use primary and secondaryreadings to examine critically its conflict-ridden institutionaltransformation from exclusively serving the elite to increasinglyserving the masses. We explore the cultural sources of ideas aswell as the growth and diversification of institutions, generationsof students and faculty as they changed over time, and curricularevolutions and revolutions in relation to the larger social andcultural contexts of institutional expansion.Credit 3 units. BU: HUM

L12 Educ 4289 Neighborhoods, Schools and SocialInequalityA major purpose of the course is to study the research andpolicy literature related to neighborhoods, schools and thecorresponding opportunity structure in urban America. Thecourse is informed by theoretical models drawn from economics,political science, sociology, anthropology, education and law. Amajor focus is to gain greater understanding of the experiencesand opportunity structure(s) of urban dwellers, in general, andurban youth, in particular. While major emphasis is placed ondata derived from the interface of urban environments andthe corresponding institutions within them, the generationalexperiences of various ethnic groups complement the coursefoci.Credit 3 units. A&S IQ: SSC, SC, SD Arch: SSC Art: SSC BU:BA EN: S

L12 Educ 4301 Historical Social Content of the AmericanSchoolAn analysis of the development of American schooling withinthe context of American social history. Focus on three generalthemes: differing conceptions of schooling held by leadingAmerican educational thinkers, changing relationships amongschools and such other educational institutions as the churchand the family, policy issues that have shaped the developmentof schooling in America. Prerequisite: sophomore standing.Credit 3 units. A&S IQ: HUM, SD Arch: HUM Art: HUM BU: BA,ETH, HUM EN: H

L12 Educ 4302 Cognitive Psychology Applied to EducationThis course is intended to cover topics in the cognitivepsychology of human memory, conceptual learning, andcomprehension with special focus on areas, theory and researchthat have potential application to education. Thus, the courseprovides selective coverage of theoretical and empirical workin cognitive psychology that provides potential to inform andimprove educational practice. The applicability of these themesis explicitly developed and evaluated through the primaryresearch literature using educationally oriented experimentalparadigms. The course is expected to be of interest and benefitto education majors and to psychology majors interested incognitive psychology and its applications. Prerequisites: junior/senior status, 9 units in Psychology and Psych 100B or junior/senior status, 9 units in Education and Psych 100B.

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Same as L33 Psych 4302Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 4312 Tools of InquiryThis course offers an introduction to teacher inquiry and providesa foundation of skills, knowledge and performances that effectiveteachers use to monitor and improve practice. In this courseteachers are actively involved in their own teaching and learningwith an emphasis on the following: (1) Reflective practice:Reflective practitioners continually evaluate the effects of theirchoices and actions on others (e.g., students, parents and otherprofessionals in the learning community) and actively seek outopportunities to improve practice and grow professionally. (2)Use of technology: Teacher leaders model the use of media andtechnology as tools of inquiry. This course supports teachersto do the following: use multiple sources of data to assess thegrowth of individual learners; use assessment data to adjustcurriculum and instruction to student needs; investigate their ownbiases, assumptions and ideologies and monitor the effects onstudent learning; conduct research in the classroom to assistthem in improving their practice; and use portfolios and otherreflective practices to document and monitor their professionaldevelopment. Offered spring semester.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 4315 Culture, Language and the Education ofBlack StudentsThis course examines the communicative patterns of whatis called variously African-American language, Pan-Africanlinguistic systems and Ebonics within the context of publicschool policy and practice. In addition to a review of thestructural and pragmatic aspects of black speech, the coursehighlights relationships between controversies within thelinguistic community, contrasting views of speech within black laycommunities, public discourse, and educational policy. Studentsalso conduct a field-based research project in accord with theirparticular interests.Credit 3 units. A&S IQ: LCD, SSC Art: SSC EN: S

L12 Educ 433 Complex Learning in EducationThis course will focus on psychological research and theorypertaining to higher-order learning. Each week, we will delve intoa different topic, such as memory, transfer of learning, analogicalreasoning, conceptual change, metacognition, and problemsolving. Prerequisite: junior standing or L12 304.Credit 3 units. A&S IQ: SSC BU: BA EN: S

L12 Educ 433W Complex Learning in EducationThis course will focus on psychological research and theorypertaining to higher-order learning. Each week, we will delve intoa different topic, such as memory, transfer of learning, analogicalreasoning, conceptual change, metacognition, and problemsolving. Prerequisite: junior standing.Credit 3 units. A&S IQ: SSC, WI BU: BA EN: S

L12 Educ 4351 Reading and Reading DevelopmentThis seminar surveys current research on reading andspelling skills and their development. Students will readand discuss journal articles that examine the cognitive andlinguistic processes involved in reading, reading disorders, andeducational issues. Prerequisites: permission of instructor andprevious course work in experimental psychology or psychologyof language.

Same as L33 Psych 4351Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 440 Women in the History of Higher Education andthe ProfessionsAn advanced seminar with readings exploring education,historical studies and feminist theory. Each student writes apaper, based on research in local archives and in other primarysources, on a topic related to women in higher education and/or professions. Prerequisites: junior standing or above; somebackground in American history.Credit 3 units.

L12 Educ 4413 Project Design for Math and ScienceEducationA course for those students who have an interest in teachingor educational design: This graduate/advanced-undergraduatecourse focuses on the design and construction of educationalprojects for schoolchildren in the middle and high school levels ofmathematics and science. Students in the course, in small groupcollaborations, conduct an entire cycle of design, implementationand evaluation of a small math or science project (or both) forlocal middle or high school students. Projects are aligned withstate and national standards, so they could be used in Missouripublic schools. Creativity is encouraged! The class includesfour phases of work throughout the semester: 1) Ongoingreading and discussion of the national and state standardsfor math and science instruction, and of research literature oninquiry in science and math education; 2) design of projectactivities, materials and assessments, including specificationof content, pedagogical and technology goals, and alignmentwith standards; 3) conduct of the teaching projects at selectedsites with middle school or high school students; 4) evaluation ofprojects in a final presentation and report. Students in science,mathematics, psychology and education, with interests inteaching, educational research or educational outreach, areencouraged to attend.Credit 3 units. EN: S

L12 Educ 4414 Learning Technologies for Math and ScienceWhat does the integration of electronic technology intoclassrooms, projects and informal settings mean for thedevelopment of our students' understanding of mathematicsand science? What implications does it have for our owncontent understanding and for how we lead our students in theclassroom? Can we really integrate information technology intothe classroom in ways that truly enhance student inquiry andreasoning? This course focuses on the function, design, useand effectiveness of electronic technology in mathematics andscience education, and, in particular, how it interacts with contentand classroom practice. A primary perspective in the courseis the ways in which electronic tools can be used to promoteunderstanding and interpretation of data and quantitative thinkingas springboards to inquiry, modeling, and the doing of "authenticscience." Participants learn several software applicationsand computer-based curricula and read current research onthe implications for the learning sciences of technology andmodeling in science and math. Content emphasis is from middleand high school science and mathematics and is accessibleto all teachers of science and math. In-service teachers,graduate students and advanced undergraduates in education,mathematics, science and psychology are invited.Credit 3 units. EN: S

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L12 Educ 4415 Learning Sciences in Math and ScienceThis course introduces the concepts of the learning sciencesas related to mathematics, science and technology education.The focus of the course is on how students learn fundamentalconcepts selected each semester from topics such as number,space, shape, data, operations, functions, rate, balance, density,etc. and how their ideas evolve and develop over time. Theinventiveness of children's thinking and the sophistication of theirinteractions are shown as rich resources, often underutilizedin typical classroom instruction. The developmental andepistemological theories of scholars such Jean Piaget andthe von Hieles are contrasted with sociocultural and linguisticapproaches such as of Lev Vygotsky, Sylvia Scribner andMichael Cole, and the pragmatic theories of John Dewey. Topicsinclude studies of error patterns, misconceptions, alternativeconceptions in mathematics and science and how these relate tooutside experience, student interactions and discourse patternsusing excerpts from real classrooms. Students are expectedto read original works, learn to analyze video interviews fromeach perspective, and to read and summarize existing literatureon children's reasoning for specific topics. The course istargeted toward upper-division undergraduates, master's anddoctoral students in education, psychology and/or mathematicsand science, and adjusted to meet these various levels ofpreparation.Credit 3 units. EN: S

L12 Educ 4451 Teaching Writing in School SettingsWriting teachers often know how to write well but less about theteaching of writing. To provide effective instruction in writing,teachers need, first of all, experiences with writing instructionand theoretical knowledge to guide classroom practices. Thegoals of this course are as follows: to provide opportunities forall teachers of English and language arts, to develop theoreticalknowledge and skill as teachers of writing, to connect thepractices of research and teaching, to encourage teachers togive their students multiple and varied experiences with writing,to assist teachers in learning to respond to students' writing andassess their progress as writers.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 4511 Race, Ethnicity and Culture: QualitativeInquiry in Urban EducationDrawing on traditional and recent advances in the field ofqualitative studies, this course is the first in a series to examineethnographic research at the interlocking domains of race,ethnicity, class, gender and culture. The emphasis is on howthese concepts are constructed in urban educational institutions.The course includes a field component that involves localelementary and/or middle schools.Same as L90 AFAS 4511Credit 3 units. A&S IQ: SSC, SD Arch: SSC Art: SSC BU: BAEN: S

L12 Educ 4512 Race, Ethnicity and Culture: QualitativeInquiries into Urban Education IIThis course is the second of two to examine ethnographicresearch at the intersecting and overlapping points of race,ethnicity, class, gender and culture. The emphasis in this courseis on developing methodology that is consistent with criticallygrounded, socially responsible, culturally responsive andhumane research projects and programs. Secondary Englisheducation majors are required to take fall semester during the

year in which student teaching is done. Prerequisites: AFAS/Educ 4511 and/or permission of the instructor.Credit 3 units. A&S IQ: SSC, WI Art: SSC EN: S

L12 Educ 4521 Teaching Adults in Community SettingsCommunities possess a vast and varied choice of learningopportunities for the citizens, whose participation as volunteers,communicators, facilitators, mentors, leaders and instructors canenhance their own lives as well as the life of the community. Thiscourse helps students acquire the knowledge, skill sets, habitsof mind, and learning strategies necessary for understanding theadult learner and the effective design of learning for personaland professional growth by adults in a variety of communitysettings. We inventory the class members' interests in specificcommunity contexts so that we can work with those settings inmind throughout the semester. Discussion of learners' needsand peer practice of appropriate, effective instructional andlearning strategies provide experience, new perspectives andopportunities for reflection. Course work serves as preparationfor the final project, which is to create an instructional plan foradult learners that addresses a specific community learning needor situation.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 453B Sociology of EducationThis course provides an overview of sociological theory andresearch on education in contemporary U.S. society. Drawingfrom sociological perspectives, it covers the implications ofschools and schooling for social inequality, mobility, and grouprelations. It examines major theoretical perspectives on thepurpose and social organization of mass education in the UnitedStates, and topics related to the organization and function ofschools, access to educational resources, and group disparitiesin school experiences and outcomes.Credit 3 units. A&S IQ: SSC, SC, SD Arch: SSC Art: SSC BU:BA, ETH EN: S

L12 Educ 454 Self-Management of Stress & AnxietyStress is an important contributor to human unhappiness,to illness of all sorts, and to the failure to reach personaland professional goals. This course is designed to provideparticipants with information concerning the nature of stressand anxiety and with skills for coping with these phenomena.Each person will have the opportunity to develop facility witha variety of coping strategies and to construct a personal self-management program.Credit 3 units. EN: S

L12 Educ 459F Philosophies of EducationAn examination of distinct educational philosophies (traditional,progressive, and radical) and an analysis of perennial topics inthe philosophy of education (educational goals, the teacher'sand student's roles, and curricular content). Discussion of suchrecent themes as gender relations and education, democracyand education, and moral values and education. Seminar format.Credit 3 units. A&S IQ: HUM Arch: HUM Art: HUM BU: ETH EN:H

L12 Educ 4608 The Education of Black Children and Youthin the United StatesThis course provides an overview of the education of blackchildren and youth in the United States. Covering both pre-and post-Brown eras, this course applies a deep reading to

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the classic works of DuBois and Anderson as well as the morerecent works of Kozol, Delpit and Foster. The social, politicaland historical contexts of education as essential aspects ofAmerican and African-American culture and life, are placed inthe foreground of course inquiries.Credit 3 units. A&S IQ: HUM, SD, WI Art: HUM EN: H

L12 Educ 461 Introduction to Educational Tests andMeasurementsBasic concepts of tests and measurements for teachers (andother school personnel). Topics: test reliability and validity;fundamentals of test construction and standardization; analysisof major types of group tests used in schools, includingachievement and aptitude tests; meaning and interpretation oftest scores; development of school testing programs. Teacher-made tests a central concern. Prerequisite: Educ 4052 or theequivalent.Credit 3 units. A&S IQ: SSC EN: S

L12 Educ 461B The Construction and Experience of BlackAdolescenceThis course examines the construct of black adolescencefrom the general perspectives of anthropology, sociologyand psychology. It begins by studying the construct of blackadolescence as an "invention" of the social and behavioralsciences. The course then draws upon narrative data,autobiography, literature and multimedia sources authored byblack youth to recast black adolescence as a complex social,psychological, cultural and political phenomenon. This coursefocuses on the meaning-making experiences of urban-dwellingblack adolescents and highlights these relations within thecontexts of class, gender, sexuality and education.Same as L90 AFAS 461BCredit 3 units. A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: SUColl: ACS, SSC

L12 Educ 462 Politics of EducationPolitics is interpreted broadly to include not just government,but any situation in which people have to solve a problem orcome to a decision. This course focuses on schools and theprocesses through which certain stories, identities and practicesare promoted, and others, not.Credit 3 units. A&S IQ: SSC, SC, SD Art: SSC EN: S

L12 Educ 4621 The Political Economy of Urban EducationDefining a political economy of urban education involves theexamination of power and wealth and the manner in which theyoperate in urban settings. It requires analysis of the larger urbansocial and economic context and consideration of historicalforces that have brought the schools to their present state. Inthis course, we consider various political and economic factorsthat have influenced and shaped urban education in the UnitedStates, drawing upon the extant literature on urban educationand related social science disciplines to characterize anddiscuss them. A particular focus of this course is on the dynamicinterrelationships among the political economy, urban educationand social stratification.Credit 3 units. A&S IQ: LCD, SSC Arch: SSC Art: SSC EN: S

L12 Educ 463 Economics of EducationHow does society shape schools and how do schools shapesociety? An examination of cultural, political and economicfactors and their relationship to the structure of our educational

institutions; how control is exercised in classrooms; howknowledge and learning are defined; and how basic valuesabout equality, gender and social justice are shaped by teachers'educational decisions. Students analyze their own schoolingexperience, visit at least two schools, interview teachersand students, and consider what changes are needed tomake schools more responsive to students and communities.Prerequisite: minimum sophomore standing.Credit 3 units. EN: S

L12 Educ 4681 Teaching Reading in the Elementary SchoolThis course, emphasizing emergent literacy and children'sliterature, is the first in a sequence of three courses on teachingreading and writing. The purposes of this course are to surveychildren's acquisition of oral and written language from anemergent literacy perspective, to focus on methods of teachingbeginning reading, to develop uses of children's literature in areading program. Offered fall semester.Credit 3 units. A&S IQ: HUM Art: HUM EN: H

L12 Educ 4692 Second Language Reading and Writing:Theory, Research and PracticeThis course, taught in English, extends issues in secondlanguage literacy beyond pedagogy by examining the wide rangeof theoretical and research issues, both historical and current.Literacy acquisition among second language learners involves anumber of variables including both cognitive and social factors.Topics to be discussed in class include literacy and social power,universal cognitive operations, individual learner differences,text types and literary forms, and the extent to which readingand writing are interrelated. Students will discuss how to bridgeresearch and practice, and they will create reading and writingactivities driven by theory and empirical investigations. Thiscourse is a required course for both the major and minor inapplied linguistics and the second language research strand forthe PhD in Education. Students pursuing the graduate certificatein language instruction may take the class for elective credit.Credit 3 units. EN: S

L12 Educ 4699 Adolescent Psychology in School SettingsAn examination of current research on adolescent psychologicaldevelopment and the adolescent experience across differentcultures. Emphasis is on the application of theories ofadolescence to the classroom setting to those settings outsidethe classroom that can affect how students learn. Students aregiven a repertoire of pedagogical and communication strategiesfor effectively teaching adolescents as well as opportunities toimplement and analyze them in the classroom and school.Credit 3 units.

L12 Educ 470 Language, Learning and InstructionThis course, which emphasizes children's writing and literacyissues, is the third of three courses in a sequence on teachingreading and writing. The course reviews and elaborates onwork from previous courses on children's acquisition of writtenlanguage, examines approaches to teaching writing, andfocuses on work from sociological, feminist and philosophicalperspectives to affirm and criticize aspects of these approaches.Prerequisites: Educ 4681 and 525.Credit 3 units. A&S IQ: HUM Arch: HUM Art: HUM EN: H

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L12 Educ 4731 Elementary School MathematicsFundamental concepts, properties, operations and applicationof mathematics related to the systems of whole numbers,integers, rational numbers and real numbers. Also includedare measurement, simple geometry, probability and logicalreasoning. Examination and implementation of varied curriculaand teaching strategies. Prerequisite: admission to ElementaryEducation program or permission of director of TeacherEducation. Offered spring semester.Credit 3 units. A&S IQ: NSM Arch: NSM Art: NSM

L12 Educ 4741 Elementary Science: Content, Curriculumand InstructionFocus on key concepts appropriate for elementary schoolscience and health instruction. Repertoire of effective teachingstrategies and approaches to curriculum development.Prerequisite: admission to teacher education program. Offeredspring semester.Credit 2 units. A&S IQ: NSM Arch: NSM Art: NSM

L12 Educ 4751 Elementary Social Studies: Content,Curriculum and InstructionIntroduction to key concepts in social studies, includingeconomics and geography. Repertoire of effective teachingstrategies and approaches to curriculum development in allareas of social studies. Prerequisite: admission to teachereducation program.Credit 2 units. A&S IQ: SSC Arch: SSC Art: SSC EN: S

L12 Educ 4771 Arts and Aesthetics: A Means ofCommunicationMethods and materials for integrating the arts and aestheticsinto the elementary classroom. Emphasis on art, music and oralcommunication as well as curricula in movement. Prerequisite:admission to teacher education program or permission ofinstructor.Credit 3 units. A&S IQ: HUM Arch: HUM Art: HUM EN: H

L12 Educ 481W History of Education in the United StatesExamines education within the context of American social andintellectual history. Using a broad conception of education inthe United States and a variety of readings in American cultureand social history, the course focuses on such themes as thevariety of institutions involved with education, including family,church, community, work place, and cultural agency; the waysrelationships among those institutions have changed over time;the means individuals have used to acquire an education; andthe values, ideas, and practices that have shaped Americaneducational policy in different periods of our history.Credit 3 units. A&S IQ: HUM, SC, SD, WI EN: H

L12 Educ 4821 The Teaching-Learning Process in theSecondary SchoolSecondary teacher education majors are required to take thisteacher-learning course during the spring semester in whichstudent teaching is done. The course focuses on the study,practice and analysis of generic teaching strategies and skillsneeded to meet the needs of all students. Topics includeclassroom management, lesson planning, instructional andethical decision making and strategies for presenting clearexplanations, asking effective questions, conducting productivediscussions, reaching students with different learning styles/

abilities/cultural backgrounds, and using cooperative learninggroups. Secondary teacher education majors are required totake 3 credit hours during the year when student teaching isdone.Credit 3 units. A&S IQ: SSC, WI Arch: SSC Art: SSC EN: S

L12 Educ 4831 The Teaching-Learning Process in theElementary SchoolFocus on four broad areas: self-awareness and human relations;generic teaching and behavioral management strategies;analysis of instruction; and social and political issues affectingthe classroom. Topics include teacher-pupil relationships,evaluation of pupil progress, curriculum development,instructional technology and school organization. Prerequisite:admission to Elementary Teacher Education program required.Elementary teacher education majors are required to take thiscourse in the fall semester during which student teaching isdone.Credit 3 units. A&S IQ: SSC, WI Art: SSC EN: S

L12 Educ 4841 Elementary Methods Field ExperienceApplication and analysis of specific content area methodsstrategies in an elementary school classroom. Prerequisite:admission to teacher education program. Elementaryteacher education majors are required to take this courseduring the spring semester before the year in which studentteaching is done. Offered spring semester. CET (https://gephardtinstitute.wustl.edu/for-faculty-and-staff/community-engaged-teaching) course.Credit 2 units. A&S IQ: SSC Art: SSC EN: S

L12 Educ 4843 Field Experience SeminarThis course guides students through a field experience in middleor secondary public school. Students observe and documentclassroom environment characteristics, professional teacherbehaviors and student behaviors; work with students individuallyand/or in small groups; prepare and teach a lesson.Credit variable, maximum 3 units. A&S IQ: SSC EN: S

L12 Educ 489 Education and Public Policy in the UnitedStatesThis course takes a triangulated approach to the field of publicpolicy as it relates to education and social problems. First,the course emphasizes theories of public policy that framethe field of policy studies. Major questions extending from thiscourse feature include: What is public policy, policy behavior,its defining processes/features, and what social function doesit serve? Second, the course emphasizes the skills related tothe exercise of policy analysis. These skills include the craftingof technical documents within the field of public policy (e.g.,a policy brief) and the application of scientific methods to theexploration of social problems/governmental actions. Likelyissues related to this course feature include the use of scientificknowledge in political arenas, engagement with stakeholdersand the intended/unintended consequences of policy scienceto political decision-making. Third, this course simulates thepolicy-making context through students' participation in mockcongressional testimonies. These focal areas become central toan understanding of four social concerns: school desegregationfollowing the Brown decisions; affirmative action in highereducation; Head Start programs; and/or the ESEA Act of 1965,also known as No Child Left Behind. Educational opportunity,achievement inequality and social change are the primaryinterests that link these course features.

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Credit 3 units. A&S IQ: SSC Art: SSC EN: S UColl: ACS

L12 Educ 4891 The Science and Politics of Testing in theUnited StatesWhy do tests permeate American Society? Tests have beenintegral to the decision-making process in many venues ofAmerican culture — e.g., immigration opportunities, voting rights,college admissions, workforce considerations, special educationplacement, educational reform and graduation requirements.The credibility of these decisions depends upon the claim thata particular test is a scientific instrument and relevant to thedecision-making process. This claim is worthy of study. Thepurpose of this course is twofold. The first purpose is to examinehow the nexus of science and politics influence testing practicesin American society. The second purpose is to explore howtesting practices influence the culture of schools, civil liberties,the work place and public discourse about merit.Credit 3 units. A&S IQ: SSC, SD EN: S

L12 Educ 4911 Student Teaching in the Elementary SchoolSupervised teaching experience. Group meetings andindividual conferences. Emphasis on integration of theory/practice and reflection on teaching through videotape analysis.Prerequisites: admission to elementary teacher educationprogram and permission of director of teacher education.Graduate students must register for Satisfactory/Unsatisfactory,and undergraduates must register for Pass/Fail. Elementaryteacher education students enroll for 8 credits during the fallsemester.Credit variable, maximum 8 units. A&S IQ: SSC Art: SSC EN: S

L12 Educ 492 Student Teaching in the Secondary SchoolSupervised teaching experience. Group meetings andindividual conferences. Emphasis on integration of theory/practice and reflection on teaching through videotape analysis.Prerequisite: admission to teacher education program. Graduatestudents must register for Satisfactory/Unsatisfactory, andundergraduates must register for Pass/Fail. Secondary teachereducation students enroll for 8 credits during the springsemester.Credit variable, maximum 8 units. A&S IQ: SSC Arch: SSC Art:SSC EN: S

L12 Educ 4922 Student Teaching in Middle SchoolsSupervised teaching experience. Group meetings and individualconferences. Prerequisite :admission to teacher educationprogram. Graduate students must register for Satisfactory/Unsatisfactory, and undergraduates must register for Pass/Fail.Middle school teacher education students enroll for 8 credits.Offered spring semester.Credit variable, maximum 8 units. A&S IQ: SSC Art: SSC EN: S

L12 Educ 494 Student Teaching in Grades K-12Supervised teaching experience. Group meetings and individualconferences. Prerequisite: admission to teacher educationprogram. Credit/no credit only. K-12 teacher education studentsenroll for 8 credits. Offered spring semester.Credit variable, maximum 8 units. A&S IQ: SSC Arch: SSC Art:SSC EN: S

L12 Educ 4951 Middle School Philosophy and OrganizationThis course examines the history, goals, organization andphilosophy of middle schools as institutions. Students explorehow the characteristics and needs of early adolescents guide themission, structure and operation of middle schools. Prerequisite:admission to teacher education program.Credit 2 units. EN: S

L12 Educ 4952 Middle School Curriculum and InstructionBuilding on knowledge of the middle-level child and the ways inwhich middle schools are organized to meet the needs of middle-level children (covered in Educ 4951), this course exploresthe learning styles and attributes of middle school studentsand examines instructional theory, methods and materialsappropriate to grades 5-9. In addition, portions of this coursewill be devoted to specific content field methodology subdividedinto English/language arts and social studies or science andmath. The English/social studies and science/math sessionswill be held concurrently, and students will attend the sessionappropriate to their content major or minors. Interdisciplinaryteam teaching will be modeled and featured in these sessions.Features a required practicum experience. Prerequisite:admission to Teacher Education program.Credit 3 units. A&S IQ: SSC Art: SSC EN: S

L12 Educ 4999 Capstone Seminar in Educational StudiesAll majors not writing an Education senior honors thesis arerequired to enroll in the senior seminar, a reading colloquium.Students read with faculty and write papers based on thereadings and the courses taken to complete the majorrequirements in the program. All honors students are required toattend at least one session of the seminar to present their work,and all graduating Educational Studies majors, including thosecompleting honors work in Educational Studies, are required toattend the final session of the seminar.Credit 3 units. A&S IQ: SSC Arch: SSC Art: SSC EN: S

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Education - 2017-18 Bulletinbulletin.wustl.edu/undergrad/artsci/education/education.pdf · Teaching and Learning 4 Educ 408 Education and Psychology of Exceptional Children 3 Educ