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An advanced doctoral seminar. The purpose of this course is to provide students with an in-depth look at the theories behind policy analysis. We will take a thematic approach to the study of education policy in order to understand such things as how policy agendas are set; what our research and policy responsibilities are in a democratic society; how democratic deliberation should be linked with processes of research and policy; how policy ideas are framed; and the relationship between policies, social structures, education research, politics, and the media, paying special attention to how research can be used to influence policy. In studying the more abstract ideas around policy agendas, formation, and change in a democracy, it is helpful to have a certain theme to undergird our discussions. The theme for this course will be democracy, media issues, and public deliberation. We will examine the roles and responsibilities of both the media and education research in fostering (or hindering) democratic deliberation about education policy. The main objectives of the course are (1) to familiarize graduate students with prominent policy theories; how theory, research, and policy are connected; how policy studies are conducted; and what causes certain studies to be influential; (2) to understand how the news media and frames affect policies and politics; and (3) to stimulate students to develop their own well-considered views on these topics. The course is divided into three major sections. Part I is an introduction to our subject, focusing on deliberative democracy; in Part II we look at policy agendas, how policy issues are framed, and the relationship between the media, politics, and public information; and Part III, centers on education research and researchers’ roles and responsibilities for informing policy. |
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| Philosophy of Education | |
| A course for diverse students including both Master's and PhD students. The course is devoted to examining the role of education in promoting a just and democratic society, particularly in light of the contemporary focus on multiculturalism. We critically investigate the philosophical underpinnings of education in the United States in order to better education practice, policy, and participation. The course has an innovative ethics and education component, in which students examine ethical cases in depth and present them. | |
| Gender Issues in Education | |
| A course for diverse students including both Master's and PhD students. My hope is to stimulate students' own explorations into the ways the construct of "gender" affects and is affected by the educational system. Students gain knowledge about gender-related educational issues; the research literature on gender and education; and theories of gender and education. While gender is the primary emphasis, we are mindful that it must be understood in light of race, ethnicity, class, sexual orientation, etc. This class is unique in that it is organized around whole-class discussions of readings and focused research in thematic groups. Students' special interests shape the topics to be covered in depth. There are a number of required readings, but the rest are chosen collaboratively. Students are responsible for researching and developing specific readings for their thematic area. The idea is for this to be an interactive and participatory learning experience, one in which we collaborate on topics and engage in critical discussion. We discuss transformative pedagogy as we engage in it. | |
| Evaluation Theory | |
| The course centers on the roles that social theory, methodology, epistemology, and political theory play within theories of evaluation in education. We cover concepts from the philosophy of science in order to construct a strong foundation from which to explore evaluation theory. Throughout the class we examine the role of values in research and evaluation, paying special attention to issues of value-neutrality and value judgment. | |
| School and Society | |
| A course for undergarduates and post-baccalaureate students. This course will serve as an introduction to education in general and the relationship between school and American society in particular. It is designed for all students who are interested in education issues as well as those who plan to become teachers. We will examine the issues and contexts central to education such as the purposes of schooling, traditions in educational thought, school finance and governance, issues of school reform, social contexts of education, and equality of educational opportunity. Although these topics certainly affect teaching and pedagogy (the way we teach), School and Society is not a teaching methods course, which means we will not focus on how to teach or teaching strategies. We will center our attention instead on the larger societal issues that affect perceptions and understandings about education and schooling in a democratic society. As we delve into the material, we will personally reflect on what it is we think, feel, and believe about each topic. Together, we will struggle to develop some answers to the complex questions raised. | |