Go to bottom of document
Assistant to the Chairman: Tara Nekrosius, J 103, 702-9456
Administrator, Office of Graduate Studies: Malinda Winans, J 121,
702-9458
Education is not a field organized around a "discipline" in the conventional
sense of that term. It is an area of action, of practice, subject to scholarly
inquiry from a variety of disciplinary perspectives. Accordingly, studies in
education are not organized as a concentration. The Department of Education
recommends that students who are pursuing concentrations in other baccalaureate
programs but who wish to add education to their studies take six courses
distributed across the following four fields: (1) administrative,
institutional, and policy studies; (2) educational psychology; (3) measurement,
evaluation, and statistical analysis; and (4) curriculum and instruction.
While all of the six education courses may be treated as electives, many
concentration programs allow two of them to be counted as courses in the
concentration. Students interested in education are encouraged to consult the
Office of Graduate Studies of the Department of Education for advice on course
selection.
Joint Degree Opportunities. The joint B.A./M.A. program in education is
available to Social Sciences Collegiate Division (SSCD) students who want to
pursue scholarly studies in education without developing personal competence in
teaching. For non-SSCD students, the department also offers the B.A./M.A.T.
(Master of Arts in Teaching) in English or mathematics. Interested students
should fulfill a significant portion of their B.A. requirements by the end of
their third year in order to be eligible for these programs.
As a first step toward admission to any of these joint degree programs,
interested students should consult with Malinda Winans, Administrator of the
Office of Graduate Studies, by the end of their second year if possible.
CHARLES E. BIDWELL, William Claude Reavis Professor, Departments of Sociology
and Education, Irving B. Harris Graduate School of Public Policy Studies, and
the College; Director, Ogburn/Stouffer Center for the Study of Population and
Social Organization at the National Opinion Research Center
ANTHONY BRYK, Professor, Department of Education and the College; Director,
Center for School Improvement
BERTRAM COHLER, William Rainey Harper Professor in the College; Professor,
Departments of Psychology (Human Development), Education, and Psychiatry, and
the Divinity School
JOHN E. CRAIG, Associate Professor, Department of Education and the College
MIHALY CSIKSZENTMIHALYI, Professor, Departments of Psychology (Human
Development and Mental Health) and Education and the College
ROBERT DREEBEN, Professor, Department of Education and the College; Chairman,
Department of Education
EDGAR G. EPPS, Marshall Field Professor, Department of Education
JENNIFER K. GATES, Lecturer, Department of Education; Teaching and Learning
Consultant, University of Chicago Laboratory Schools
SUSAN GOLDIN-MEADOW, Professor, Departments of Education and Psychology and the
College
GERALD GRAFF, George M. Pullman Professor, Departments of Education and English
Language & Literature
LARRY V. HEDGES, Stella M. Rowley Professor, Department of Education and the
College
GEORGE HILLOCKS, JR., Professor, Departments of Education and English Language
& Literature; Director, M.A.T. English Program
JANELLEN HUTTENLOCHER, William S. Gray Professor, Departments of Education and
Psychology (Cognition & Communication and Human Development) and the
College
PHILIP W. JACKSON, David Lee Shillinglaw Distinguished Service Professor,
Departments of Education and Psychology (Human Development), Committee on
Analysis of Ideas and Study of Methods, and the College
Go to top of document ROBERT W. JEWELL, Senior Lecturer, Department of Education
CARL F. KAESTLE, Professor, Department of Education
LUCINDA LEE KATZ, Lecturer, Department of Education; Director, University of
Chicago Laboratory Schools
FRANK M. LANI, Lecturer, Department of Education; Director, Sonia Shankman
Orthogenic School
SUSAN C. LEVINE, Associate Professor, Departments of Pediatrics and Psychology
and the College
FREDERICK F. LIGHTHALL, Professor, Departments of Education and Psychology
(Social and Organizational Psychology) and the College
ROBERT T. MICHAEL, Eliakim Hastings Moore Distinguished Service Professor,
Department of Education, Irving B. Harris Graduate School of Public Policy
Studies, and the College; Research Associate, Economics Research Center at the
National Opinion Research Center
SARA L. SPURLARK, Lecturer, Department of Education
NANCY L. STEIN, Professor, Departments of Education and Psychology (Cognition
& Communication, Developmental Psychology, and Human Development) and the
College
SUSAN S. STODOLSKY, Professor, Departments of Education and Psychology (Human
Development)
THOMAS R. TRABASSO, Irving B. Harris Professor, Departments of Education and
Psychology (Cognition & Communication, Developmental Psychology, and Human
Development), and the College
ZALMAN USISKIN, Professor, Department of Education; Director, University of
Chicago School Mathematics Project; Director, M.A.T. Mathematics Program
ROBERT WILLIS, Professor, Department of Education, Irving B. Harris Graduate
School of Public Policy Studies, and the College; Director, Economics Research
Center at the National Opinion Research Center
KENNETH WONG, Associate Professor, Department of Education and the College
BENJAMIN D. WRIGHT, Professor, Departments of Education and Psychology
(Research Methodology & Quantitative Psychology); Director, MESA
Psychometric Laboratory
Go to top of document
217/317. The Macrosociology of Education (=PubPol 397, Sociol 275/337).
This course is a general survey of the relationships between education and
other major societal subsystems treated in historical and comparative
perspective. Particular attention is given to the relations among the schools,
economy, polity, and systems of stratification. C. Bidwell, R. Dreeben.
Autumn.
218/318. Social Stratification and Educational Organization (=PubPol 393,
Sociol 230/338). This course presents a review of formulations of
education's place in the system of social stratification and focuses on the
organization of school systems, schools, and classrooms. Attention is given to
the ways in which conceptions of educational organization and of stratification
can be related to each other. C. Bidwell, R. Dreeben. Winter.
223/323. Economics of Education (=Econ 264/343, PubPol 394). Theories of
human capital and alternative theories (e.g., signaling and dual labor market
theory) are applied to the determinants of educational choice and the
implications of these choices for life cycle earnings, the distribution of
income, and economic growth. R. Willis. Not offered 1995-96; will be offered
1996-97.
225/425. Education and Social Change in the Third World. A comparative
examination of education in the developing countries. Topics considered include
the impact of Western educational systems on traditional social structures;
patterns of educational expansion; and the contributions of education to social
mobility, demographic changes, economic productivity, and national integration.
J. Craig. Not offered 1995-96; will be offered 1996-97.
232/332. Educational Policy and the Law: The Rights of Students and Teachers.
This course surveys the important case law dealing with educational policy
from the perspective of the school administrator. Particular emphasis is given
to the impact of court decisions concerning the rights of students and teachers
at the levels of school site and system. R. Jewell. Autumn.
258/458. Research in Urban Education. Empirical studies relevant to current
urban instructional problems are critically analyzed, with particular reference
to studies of the development of children in urban settings. E. Epps.
Autumn.
266/366. Policy Analysis in Education (=PolSci 336, PubPol 384). This
course serves as the analytical foundation for students who are interested in
educational policy. It introduces various analytical perspectives in the study
of public policy, with particular emphasis on education. Among the approaches
are institutional analysis, the bargaining model, the rational actor paradigm,
the organizational-bureaucratic model, and the "policy typology" school. K.
Wong. Autumn.
267/367. Critical Issues in Education (=PubPol 266/367). PQ: Consent of
instructor. This course focuses on contemporary issues in educational
policy in the broader political and institutional context. Possible topics
include federal policy development and implementation; reform at the state
level--school finance, academic excellence, and teacher competency; racial
equity and school desegregation--progress and prospects; public-private school
differences and policy proposals; and big-city school politics--race, unions,
and the economy. For each topic, two or three major works are selected for more
in-depth examination. Scholarly research frames the discussion, along with an
evaluation of contemporary policy recommendations from both governmental and
nongovernmental sources. K. Wong. Spring.
Go to top of document 293. Race Relations: New Perspectives (=Sociol 210). This is a review and
critique of research on race relations in the United States. E. Epps.
Winter.
372. Population, Education, and Social Change in Modern Europe (=Sociol 348).
PQ: Consent of instructor. This lecture course examines the social
history of nineteenth- and twentieth-century Europe, with particular emphasis
on the causes and consequences of demographic and educational patterns and
changes. The focus is on individual and familial strategies concerning
nuptiality, fertility, migration, schooling, and, by extension, social
mobility, and on the ways in which these strategies interact with economic and
social changes and the related public policies. The course is informed by the
relevant social and demographic theories, including those grounded in the
experiences of the Third World. J. Craig. Winter.
391. Social Policy in Europe, 1815-Present (=Hist 467, PubPol 392). An
examination of the antecedents, evaluation, and alleged "crises" of the welfare
state, with emphasis on policies concerning education, the family, the labor
market, income distribution, health, and regional development. Themes
considered include the social, intellectual, and political origins of social
policies; the diffusion of various models of the welfare state; and the ways in
which social policies have interacted with the opportunities and choices of
individuals and private corporate actors. The course is informed by recent
efforts to develop a theory of the welfare state, including those identified
with structural-functionalism, neo-Marxist political economy, historical
sociology, the "new" institutional economics, and public choice theory. J.
Craig. Not offered 1995-96; will be offered 1996-97.
Educational Psychology
210/310. Introduction to Developmental Psychology (=HumDev 307, Psych 223/323).
This course is an introduction to developmental psychology, stressing the
development and integration of cognitive, social, and perceptual skills.
Lectures are given once a week and discussion sessions meet weekly. D.
McNeill, A. Woodward, S. Hans. Autumn.
216/316. Cognition, Development, and Learning (=Psych 233/333). This course
surveys studies on the acquisition, development, and use of knowledge. The
emphasis is on how individuals interpret and represent concepts and events, and
how they undergo conceptual change as a result of learning and development.
N. Stein, T. Trabasso. Winter.
242/442. Introduction to Language Development (=HumDev 316, Ling 216/316, Psych
232/332). This course addresses the major issues involved in
first-language acquisition. We deal with the child's production and perception
of speech sounds (phonology), the acquisition of the lexicon (semantics), the
comprehension and production of structured word combinations (syntax), and the
ability to use language to communicate (pragmatics). J. Huttenlocher, S.
Goldin-Meadow. Spring.
294/394. Seminar: Cognitive Development (=Psych 225/325). This course
examines the intellectual development of the child. Topics include the growth
of the child's understanding of the physical and social world and the
development of memory and thought processes. J. Huttenlocher.
Winter.
303. Educational Psychology (=Psych 419). Readings from cognitive,
clinical, developmental, educational, operant, and social psychology are
examined for their relevance to classroom instruction. F. Lighthall.
Winter.
329. Self, Role, Niche, and Adaptation (=Psych 229/329). Psychological,
cross-cultural, and ecological perspectives on self, person, identity,
relationship, role, group, and niche are examined in studying human conduct in
natural-cultural and organizational settings. F. Lighthall. Autumn.
Go to top of document 352. Family and Life Course (=HumDev 338, Psych 237, SocSci 267). Founded
on Burgess's portrayal of the family as a "unity of interacting personalities,"
and recognizing the importance of life time and historical time in the study of
social life, this course provides an overview regarding the place of the family
in contemporary society. Starting with discussion of the American family in
historical time, our readings and class discussion concern major roles within
the family, marriage, divorce, adoption, and the reconstituted family;
relations between generations; the place of both work and school in family
life; and family and caregiving. The course concludes with a discussion of
family and social change, including family and an aging society, changing roles
of men and women within the family society, and the significance of families of
choice. B. Cohler. Spring.
374. Introduction to Cognitive Development (=HumDev 367, Psych 367). This
course focuses on the origins and developments of thought through verbal and
nonverbal modalities. Of special consideration is the study of cognition in
different social and cultural contexts. Both the similarities and differences
between children and adults are considered. N. Stein, T. Trabasso. Autumn.
Measurement, Evaluation, and Statistical Analysis (MESA)
206/306. Quantitative Inquiry I. This course is an introduction to
research, design, and statistical analysis in behavioral research. Topics
discussed include data description, estimation and sampling distributions,
statistical tests for means, descriptive correlations, and regression. L.
Hedges. Autumn.
207/307. Quantitative Inquiry II. PQ: Educ 206/306 or equivalent.
This course is an introduction to simple linear models for analysis of variance
and regression. L. Hedges. Winter.
211/411. Accumulating Evidence in Science Research. This course offers an
overview of the process by which research evidence is accumulated and used to
draw conclusions. We examine the role of the research review in physical and
social sciences, qualitative methods for research reviews, and quantitative
methods for research reviews. L. Hedges. Spring.
Go to top of document 253/337. Applications of Hierarchical Linear Models to Psychological and Social
Research (=Sociol 373). PQ: Basic knowledge of matrix algebra and
multivariate statistics. A number of diverse methodological problems such
as correlates of change, analysis of multilevel data, and certain aspects of
metanalysis share a common feature--a hierarchical structure. The hierarchical
linear model offers a promising approach to analyzing data in these situations.
We survey the methodological literature in this area and demonstrate how the
hierarchical linear model can be applied to a range of problems. Each student
undertakes a project either applying the hierarchical linear model to some data
set of interest or considering in more detail some of the research design and
statistical estimation issues raised in this work. A. Bryk. Winter.
254/338. Advanced Applications of Hierarchical Linear Models. PQ: Educ
253/337 and consent of instructor. This course is a sequel to Educ 253/337
and is intended for students who wish either to pursue further study of the
statistical theory of HLM or to develop an original application of HLM to some
behavioral or social research of their own choice. The course is organized as a
workshop with each participant responsible for a project and a presentation.
Other work currently in progress is also presented for discussion and critique.
A. Bryk. Spring.
Go to middle of document
Education
Department Chairman: Robert Dreeben, J 103, 702-9456
Faculty
MAX S. BELL, Professor, Department of Education
Go to bottom of document
Go to bottom of document
Courses
Administrative, Institutional, and Policy Studies
Go to bottom of document
Go to bottom of document
Go to bottom of document