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Courses
201/301. Philosophy of Education (=Id/Met 201/301). Philosophic texts
are read and their bearing on education is evaluated. P. Jackson. Spring.
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.
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.
211/411. Accumulating Evidence in Scientific 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.
216/316. Cognition, Development, and Learning I: Basic Mechanisms and Processes
(=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.
217/317. The Institution of Education (=PubPol 397, Sociol 275/337). This
course is a general survey of the properties of education considered as
an institution of historical and contemporary societies. Particular attention
is given to institutional formation and change in education and to education's
role in processes of social control and social stratification. C. Bidwell,
R. Dreeben. Winter.
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. Spring.
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. Autumn.
229. Self, Role, Niche, and Adaptation (=Psych 229). 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.
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.
240/340. The Teaching of English (=Eng 328). Since its relatively recent
emergence in the late nineteenth century, "English" as a school
and college subject has been a battlefield of contending theories and practices.
Today more than ever, English is torn by controversies over multiculturalism,
feminism, and sexuality; over the ritual claims of "theory" and
traditional analysis of literary texts; and over divisions between composition
and literary study. This course traces the history of the teaching of English
in schools and colleges and looks at some exemplary controversies. G.
Graff. 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). S. Goldin-Meadow,
A. Woodward. Spring.
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.
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.
259/359. Theory and Practice of Measurement (=Psych 259/359). This course
is an introduction to the basic ideas of scientific measurement. Practical
models for the construction of fundamental objective measurement are deduced
from the measurement theories of Campbell, Luce, Thurstone, Guttman, Tukey,
and Rasch. Applications in educational and psychological research are discussed.
Connections with and improvements on contemporary educational test practice
and psychometrics are explained. Practical methods for identifying item
bias, equating tests, building item banks, setting standards, and diagnosing
irregular test performance are developed, explained, and illustrated. B.
Wright, J. Linacre. Winter.
260/360. Advanced Psychometric Theory (=Psych 260/360). This course
is an introduction to the practice of fundamental measurement in social
science research. The mathematical models on which the construction of fundamental
measurement is based are explained, discussed, and illustrated. Applications
to educational and psychological tests, survey questionnaires, attitude
inventories, and social surveys are studied. Students learn to use computer
programs to construct and calibrate variables and to make measures and set
standards on these variables. Students are helped to apply these methods
to their own research data and shown how to present their results in a lecture
and how to prepare their results for publication. B. Wright, J. Linacre.
Spring.
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.
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.
294/394. 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. Spring.
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.
348. Seminar: Emotions of Teaching and Teachers. Narrative data from
experienced and beginning teachers is examined to discover how various emotions
become triggered in teaching, how they are managed or coped with by teachers,
and how different modes of coping with emotion and of expressing emotion
facilitate or impede teaching and learning. Particular attention is paid
to emotions arising out of interrole and multicultural conflict, ambiguity,
and change. Students conduct and analyze three theory-guided interviews
as an introduction to research on emotions and emotion management in teaching.
F. Lighthall. Spring.
357. School Reform: Research, Policy, and Practice. This course is set
in the context of the myriad of current effort to reform American education.
It appears increasingly that we are at an historic moment in reforming the
"one best system" of education. Although the future remains unclear,
significant departures from the current state of affairs seem likely. This
course probes these arguments in detail with a special focus on their relationship
to the recent research on school organization and school change. Some attention
is also given to the policy formation process and how technical expertise
gets used (and not used) in this process. A. Bryk. Spring.
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. Not offered 1996-97; will be offered 1997-98.
391. Social Policy in Europe, 1815 to the Present (=PubPol 392). This
course examines 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. Winter.
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