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Education

The Department of Education focuses its scholarly and teaching efforts on the study of human learning and development, the history of education, teaching, school reform, and education policy. Students study education from a variety of disciplinary perspectives, including anthropology, economics, history, political science, psychology, and sociology. The department offers a wide range of courses designed for students seeking an understanding of the many facets of education from multidisciplinary perspectives.

For additional information, please visit the department's website: http://www.brown.edu/academics/education/

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EDUC 0100. Controversies in Educational Inequality.

Educational inequality has become an increasingly common topic of public, academic, and journalistic debate. This course introduces students to ongoing social scientific debates about the sources and consequences of educational inequality such as: Do charter school provide educational access and opportunities or do they divert resources away from public schools? Does Teach for America improve student outcomes or does it exacerbate problems? Are schools the great equalizer do they amplify larger social inequalities? Each unit and class will involve significant student participation though spirited class discussion and debate.

Spr EDUC0100 S01 26069 MWF 11:00-11:50(04) (D. Rangel)
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EDUC 0300. Introduction to Education and Society: Foundations of Opportunity and Inequality.

This course examines the purpose, structure, and challenges of the American educational system as well as the experiences of the diverse learners and teachers within the system. It also explores how educational institutions have served to create social mobility and opportunity, but also to perpetuate inequality across race, class, gender, and other axes of difference. The course requires no prior knowledge.

Fall EDUC0300 S01 16014 MWF 11:00-11:50(16) (A. Flores)
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EDUC 0410A. New Faces, New Challenges: Immigrant Students in U.S. Schools.

What challenges do immigrant students face in adapting to a new system of education? By comparing and contrasting the perspectives education stakeholders--students, teachers, administrators, and parents--this course examines a number of key contributions to the study of the immigrant experience in education, as well as a selection of memoirs and films about the pathways these newcomers take in navigating school and (trans)forming their developing identities. Enrollment limited to 19 first year students.

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EDUC 0410B. Controversies in American Education Policy: A Multidisciplinary Approach.

Introduces perspectives on education based in history, economics, sociology, and political science. Students engage foundational texts in each of these fields, using the insights gained to examine controversial issues in American education policy, including policies to address ethnic disparities in student achievement, test-based accountability, class-size reduction, and school choice. Enrollment limited to 19 first year students.

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EDUC 0410G. The Afterschool Hours.

The family and the school are seen as the two primary institutions of childhood. But what about the space in between? Over the course of the twentieth century—once compulsory schooling became law—the way American children occupied the hours between school and home became ever more important. This course examines the literature on how youth should “best” spend their afterschool time. Looking at enrichment courses, sports, work, leisure, and more, this class introduces you to the social science method of interviewing as you learn to undertake your own original research and reflect on how you spent your own afterschool hours.

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EDUC 0600. Juveniles for Justice: Youth Civic Engagement and Activism.

This course examines the meaning of youth activism in terms of individual civic development and collective social transformation. Guiding questions include: How does youth civic engagement affect youth’s understandings of themselves, their civic identity, and belonging? How do youth engage in their communities? What effect does this engagement have? What are the barriers and bridges to engagement? Is civic engagement a universal good? The course uses ethnographic cases to explore: 1) how time, place, and social context affect youth’s engagement and notions of citizenship and 2) what transferable insights about citizenship, engagement, and change can be gleaned from study across contexts.

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EDUC 0610. Brown v. Board of Education.

Using sources in history, education, and law this course will explore the landmark Supreme Court case of Brown v. Board of Education which found school segregation unconstitutional and challenged the entire foundation of legal segregation. We will explore the legal, political, and social issues that culminated in Brown and examine the development and deployment of remedies, with particular emphasis on school integration and educational equity. We will consider the legacy of Brown for education and explore the meaning of equity in the past and present. Enrollment limited to 20 sophomore students.

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EDUC 0620. Cradle of Inequality: The Role of Families, Schools, and Neighborhoods.

In this Sophomore Seminar, we will examine contours of inequality that begin in early childhood and accumulate over time, with particular focus on issues of race, class, and gender. Moreover, we will examine how these factors matter in early childhood and the role of families, schools, and neighborhoods in shaping, ameliorating, and propagating larger inequalities. Through our reading and active discussion, we will develop answers to questions that motivate much inquiry into inequality: Who gets what, and why?

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EDUC 0750. Evidence and Method in Education Research.

Understanding evidence is critical to engaging as citizens and leaders the 21st century. This is particularly true in education research, policy, and practice. Recent years have seen an explosion of empirical education research, requirements that policies be evidence-based, and rapid expansion of the use of evidence in school settings. This course will introduce students to a range of methods used to generate evidence in education. It is a required course in the Education concentration.

Spr EDUC0750 S01 24695 TTh 9:00-10:20(01) (S. Loeb)
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EDUC 0800. Introduction to Human Development and Education.

Introduces students to the study of human development and education from infancy through young adulthood. This course provides a broad overview of scientific and theoretical understanding of how children develop and how research is generated in the field. Major topics include biological foundations, cognition, language, emotion, social skills, and moral understanding based on developmental theories and empirical research. We will attend to variations in cultural, ethnic, gender, socioeconomic, and other forms of human diversity in social contexts (e.g., family and schools) and how the person-context fit may influence children’s developmental trajectories. The course also covers educational contexts, processes, and outcomes.

Fall EDUC0800 S01 16012 MWF 10:00-10:50(14) (J. Li)
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EDUC 0860. Sports in American Society.

This course seeks to understand, analyze, and criticize sport—seen here as one of the primary institutions in the lives of Americans. Working from the basis of sporting events in the Durkheimian sense of symbolic community, we will elevate them to the status of educational and religious institutions in our everyday lives (as we interrogate them and see them in relation to these, and other, institutions as well). Using the primary lenses of gender and race this class examines sports at five different levels—professional, Olympic, NCAA, scholastic, and youth—to understand how athletics have impacted, and will continue to impact, American society.

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EDUC 0900. Fieldwork and Seminar in Secondary Education.

Combines study of current educational issues with extensive fieldwork that allows the student to observe how these issues translate themselves into reality on a daily basis. Each student reads and discusses recent writing about educational history, theory, and practice, and observes a class in a local school for 32 hours. The final paper synthesizes reading and observations.

Spr EDUC0900 S01 26072 Th 4:00-6:30 (D. Silva Pimentel)
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EDUC 1010. The Craft of Teaching.

What is the "craft of teaching"? A wide variety of texts are used to investigate the complexity of teaching and learning. Considering current problems as well as reform initiatives, we examine teaching and learning in America from the perspectives of history, public policy, critical theory, sociology, and the arts. Weekly journals and reading critiques; final portfolio presented to the class.

Fall EDUC1010 S01 16018 TTh 2:30-3:50(12) (I. Gil)
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EDUC 1020. The History of American Education.

This course is an introduction to the history of American education with an emphasis on K-12 public schooling. Using primary and secondary sources, we will explore the development of public schools and school systems, debates over aims and curriculum, conflicts over school governance and funding, and struggles for equity and inclusion over time. We will analyze the relationship between schooling, capitalism, and democracy. Finally, in exploring how different generations have defined and tried to solve educational dilemmas, we’ll consider how this history might help us approach education today.

Spr EDUC1020 S02 27000 TTh 10:30-11:50(09) (T. Steffes)
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EDUC 1030. Comparative Education.

This course will explore education across the Global South—from adult literacy NGOs in Brazil to Syrian refugees in Turkey, to post-genocide Rwandan classrooms. While initially the international community was concerned with access to education, the main goal now is quality education, especially beyond the primary school level. Readings range from official documents by international organizations, writings by sociologists, historians, political scientists, and anthropologists. Enrollment limited to 40.

Spr EDUC1030 S01 26074 MWF 12:00-12:50(05) (P. De Galbert)
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EDUC 1040. Sociology of Education.

While the United States educational system is widely considered the main institution through which the nation delivers on its promise of social mobility, sociologists have long recognized that schools exacerbate – or even produce – social inequality. This course provides an introduction to the application of sociology to questions of education, with a focus on the United States education system. We will ask questions such as: What do schools teach besides academics? How do social class, gender, and racial/ethnic relations shape student experiences? How can we address critical social issues through education policy?

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EDUC 1045. Sociology of Higher Education.

American higher education has often been characterized as the great equalizer and, thus, as one of the foundational pillars of the American Dream. In this course students will develop a sociological understanding of higher education, primarily in the United States. Using both theory and empirical evidence, we will explore issues relating to the impact of social factors on higher education. Particular attention will be paid to the role that higher education plays in promoting social mobility as well as social reproduction. Throughout we will ponder what policies might best fulfill the promise of higher education in the U.S.

Fall EDUC1045 S01 16010 MWF 9:00-9:50(01) (D. Rangel)
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EDUC 1050. History of African-American Education.

This course will examine the history of African-American education with particular emphasis on the twentieth century. We will explore African-Americans' experiences with schooling under slavery and segregation, the struggle for desegregation and equity North and South, and the place of education in African-Americans' quest for equal rights. We will also consider how the African-American experience with public schooling makes us rethink major narratives of American education, democracy, and equality of opportunity and how an historical understanding of these issues may help us engage contemporary debates.

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EDUC 1060. Politics and Public Education.

Who exercises power in public education? This course examines the key institutions (e.g. school districts, states, Congress, and the courts) and actors (e.g. parents, teachers, interest groups, and the general public) shaping American K-12 education in order to understand recent policy trends and their consequences for students. Major policies discussed include school finance, textbook adoption, school accountability, and school choice. Particular attention is given to the federal No Child Left Behind Act of 2001 and debates over its reauthorization. Previous coursework in American politics or public policy is suggested but not required.

Fall EDUC1060 S01 16016 TTh 1:00-2:20(08) (C. Thomas)
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EDUC 1090. Adolescent Literature.

What are teens and tweens reading? What should they read? Do books that adults view as “trashy” ruin kids’ literary sensibilities? Provide access to the wider world of academic discourse? How can reading adolescent literature provide adolescents with a path toward holding a reader identity?

This course will present a general overview of the historical, socio-cultural, academic, and political issues that provide context for the use and availability of adolescent literature today. It presents a strong introduction to contemporary texts that interest adolescents inside and outside of the classroom. Particular attention is paid to issues of reading engagement for striving adolescent readers, issues of access to literacy through adolescent literature, ways that adolescent literature can be paired with the classics, and issues of censorship in American public school classrooms and public libraries. Students in this course will walk away with an understanding of the place of adolescent literature in today’s debates as well as a background in choosing, reading, and analyzing the literature itself. Written assignments include weekly reading responses, an annotated bibliography, and a short, 3-5 page paper. There is a substantial amount of independent self-selected reading as well as one collaborative group project with a presentation.

Fall EDUC1090 S02 17753 Th 4:00-6:30 (L. Snyder)
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EDUC 1100. Introduction to Qualitative Research Methods.

Designed for sophomores or juniors concentrating in education studies, but also open to other undergraduates interested in qualitative research methods. Through readings, class exercises and discussions, and written assignments, examines issues related to the nature of the qualitative research methods that are commonly used in education, psychology, anthropology, and sociology. Enrollment limited to 20.

Spr EDUC1100 S02 26085 W 3:00-5:30 (H. Levey Friedman)
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EDUC 1110. Introductory Statistics for Education Research and Policy Analysis.

This course provides an introduction to applied statistics for conducting quantitative research in the social sciences, with a focus on education policy. Students will become acquainted with the fundamentals of probability, descriptive and summary statistics, tabular and graphical methods for displaying data, statistical inference, analytic methods for exploring relationships with both categorical and continuous measures, and multivariate regression. Concepts and methods are taught using real-world examples with multiple opportunities for students to apply these methods in practice. The course uses the statistical software program, STATA.

Fall EDUC1110 S01 17532 TTh 2:30-3:50(12) (P. De Galbert)
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EDUC 1130. Economics of Education I.

How do we attract good teachers to public schools? What are the economic returns to early-childhood intervention programs? These are just two examples of important education policy questions. This course introduces key concepts of microeconomic theory and uses them to analyze these and other policy questions. Organized around a structured sequence of readings. First year students require instructor permission.

Spr EDUC1130 S01 24702 TTh 2:30-3:50(10) (J. Tyler)
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EDUC 1150. Education, the Economy and School Reform.

This seminar examines the linkages between educational achievement and economic outcomes for individuals and nations. We study a range of system, organizational, and personnel reforms in education by reviewing the empirical evidence and debating which reforms hold promise for improving public education and closing persistent achievement gaps. Understanding and critiquing the experimental, quasi-experimental and descriptive research methods used in the empirical literature will play a central role in the course. Prerequisites: Education and PP concentrators, EDUC 1130 and EDUC 1110 (or equivalent); Economics concentrators, ECON 1110 or ECON 1130, and ECON 1620. Enrollment limited to 20.

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EDUC 1215. Race Making and the US University.

In his groundbreaking book “Ebony and Ivy” author Craig Steven Wilder takes a historical approach to uncover the intricate relationship between slavery, race, and the founding of the earliest universities in the US. Knowing that the foundations of many universities in the US are rooted in ties to the TransAtlantic slave trade and/or land dispossession from Indigenous People, we cannot be surprised when the remnants of this racist past show up in the present day within the walls of colleges and universities.

Fall EDUC1215 S01 18304 TTh 9:00-10:20(02) (N. Truesdell)
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EDUC 1225. The American Teacher: How Policy Shapes the Profession.

Teachers are critical for transforming schools and changing trajectories of students’ lives; our experiences as students and research underscores their importance in changing students’ academic trajectories. We tend to think of teachers as doing their work alone, but they are part of a greater education ecosystem. In this course, we will examine the constraints - those imposed by principals, district policy, and state and federal law - under which teachers work. What can policy makers consider as they work to improve the experience students have in the classroom, especially as we ensure that our most vulnerable students have the most effective teachers?

Fall EDUC1225 S01 17828 TTh 10:30-11:50(13) (E. Qazilbash)
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EDUC 1235. Higher Education in the United States: History, Challenges and New Directions.

This course will survey the United States' multi-century higher education history, focusing on the modern university since 1990 and its context of rapidly changing influences including globalization, technology, funding sources, civic wellbeing, economic development and individual success. Students will explore a multitude of competing demands and “stressors” as well as a wide spectrum of learning “solutions” both within traditional higher education and emerging from a new marketplace, engaging as academic entrepreneurs and proposing ideas and models for education that address the changing needs of society. What form(s) should higher education offer students beginning their college years in ~2050?

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EDUC 1270. Adolescence in Social Context.

What does it mean to be a teenager? Is it an age-based or social-role based distinction? Is teen angst a universal phenomenon? Do parents really just not understand? Both an individual and a collective perspective on adolescence are used to provide an understanding of how this life stage is differently experienced by youth cross-culturally. Readings include theoretical and empirical papers from such areas as psychology, sociology, anthropology, and education.We examine how local context and salient axes of social difference affect both the cultural construction of what adolescence means and how individual youth navigate their everyday lives.

Fall EDUC1270 S01 17755 MWF 1:00-1:50(06) (A. Flores)
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EDUC 1300. Schools as Sites of Social Welfare: An Exploration of the Role of Social Workers in Schools.

This course offers an orientation to schools as a nexus for social workers engaging with youth. Students in this course will gain a nuanced perspective and understanding of the needs of marginalized youth and come to understand schools as sites of social welfare. Students will dissect some of the challenges that young people in schools encounter throughout their lived experiences such as educational disabilities and learning challenges, healthcare disparities, and the challenges of living in poverty. Students will evaluate schools as sites of intervention where social workers collaborate with other professionals at the micro and macro level to improve youth conditions related to human development in order to enhance educational achievement and overall well-being.

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EDUC 1380. Language and Education Policy in Multilingual Contexts.

Children who are assessed in a language different from that spoken at home demonstrate lower learning outcomes than their peers. This course explores how multilingual countries and communities design and implement language policies, and the major factors at play when increasing the number of languages used in a school system, via three main learning objectives: develop foundational concepts related to language in education policies, apply them critically to specific contexts, and develop research and writing skills necessary for policy and practice work. Students will explore systems around the world, with attention to the policy cycle from design to implementation.

Spr EDUC1380 S01 24703 Arranged (P. De Galbert)
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EDUC 1430. Social Psychology of Race, Class, and Gender.

Focuses on the social construction of race, class, and gender and how this construction influences an individual's perception of self and other individuals. Topics include identity development, achievement, motivation, and sociopolitical development. Enrollment limited to 30.

Spr EDUC1430 S01 24694 MWF 9:00-9:50(02) (D. Rangel)
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EDUC 1450. The Psychology of Teaching and Learning.

Seeks both to demystify the process of teaching and to illuminate its complexities. Assists students with such questions as: What shall I teach? How shall I teach it? Will my students respond? What if I have a discipline problem? Focuses on the teaching-learning process and student behavior, as well as research, theory, and illustrations concerned with classroom applications of psychological principles and ideas. Enrollment limited to 50.

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EDUC 1520. Ethnic Studies & Education.

This course examines and bridges the origins, epistemologies, key concepts, and central questions of the academic field of Ethnic Studies with key questions and issues in the field of education. The course begins with an examination of key events in early U.S. History and the historical and contemporary struggle for Ethnic Studies through a comparative, multiracial lens, followed by analyses of contemporary issues faced by practitioners working in 21st century educational contexts.

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EDUC 1580. Cross-Cultural Perspectives on Child Development.

Focus on role of culture in child development, infancy to young adulthood. Reviews contemporary theories and empirical research to examine various age periods and domains of development. Major topics: infant care, parenting, socialization, gender roles, cognition, moral development, affect, adolescence, and education and schooling in formal and informal settings. Enrollment limited to 50.

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EDUC 1615. Introduction to Community-Based Participatory Research in Education.

Using community based participatory research, students in this course will learn a research method that interrogates issues of positionality, power, and equity. Community-based participatory research removes research solely from the realm of academia and engages the community in every part of the research project by centering the voices and perspectives of community members. Central to the course and the method of research are issues of power, trust, reform, ethics, and community partnership. Students in this course will work directly with community organizations to understand the problems of the organization, identify research questions that the organization seeks to understand, and highlight a research plan. Partnership, collaboration, and consultancy are central to every phase of this type of research. Student researchers will conclude by providing recommendations to the community organizations.

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EDUC 1650. Policy Implementation in Education.

This course offers an "analytical foundation" for students interested in public policy implementation, with particular emphasis on education. Drawing on social science research, the course examines strengths and limitations of several frameworks, including the "policy typology" school of thought, the rational actor paradigm, the institutional analysis, the bargain model, the organizational-bureaucratic model, and the "consumer choice" perspective. Enrollment limited to 20.

Fall EDUC1650 S01 17504 W 3:00-5:30 (J. Collins)
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EDUC 1690. Literacy, Community, and the Arts: Theory into Practice.

An exploration of ways to improve student literacy skills through the performing arts in area schools. Students read about the theory and practice of literacy and the arts, research national and local initiatives, engage in arts activities, and spend time in area classrooms working with local teachers and artists to draft curriculum materials to be used in summer and school-year programs.

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EDUC 1720. Urban Schools in Historical Perspective.

Why did urban schools, widely viewed as the best in the nation in the early twentieth century, become a "problem" to be solved by its end? How have urban schools been shaped by social, economic, and political transformations in cities and by other public policies? How have urban schools changed over time? This course will ask these and other questions to explore how historical perspective can help us better understand urban schools today. We will analyze the impact of changes in demographics, urban renewal and suburban development, the political economy of cities, educational expectations, and demands for equity.

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EDUC 1730. American Higher Education in Historical Context.

A study of 350 years of American higher education. The first part traces the growth and development of American higher education from premodern college to the modern research university. The second part examines issues facing higher education today and places them in historical context. Particular attention is given to: the evolution of curriculum; professionalization; student life; and the often competing priorities of teaching, research and service.

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EDUC 1760A. Beauty Pageants as an American Institution.

Beauty pageants are often ridiculed, and even vilified, in American society. Yet their lasting power—from “There She Is” to Toddlers & Tiaras to pageant waves—is undeniable. What accounts for their enduring power? This course draws on inter-disciplinary scholarship to examine how and why pageantry and American femininity have become linked in the public consciousness as they transformed from beauty contests to the largest source of scholarship money available to women in this country. We will examine how pageantry intersects with major institutions—education, politics, and media.

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EDUC 1850. Moral Development and Education.

Examines contending approaches to moral development and its fostering in the home, school and peer group. Topics include philosophical underpinnings of moral theory, cognitive and behavioral dynamics of moral growth, values climate of contemporary American society, the role of schooling, and variations attributable to culture and gender. Prerequisites: EDUC 0800, 1270, or 1710, or CLPS 0610 (COGS 0630), or CLPS 0600 (PSYC 0810). Enrollment limited to 30.

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EDUC 1860. Social Context of Learning and Development.

Focuses on the social environment that contributes to the development of children's minds, language, self-understanding, relations with others, affect, and attitudes toward learning. Examines the period from birth through young adulthood. Topics include children's social interactions, parental expectations and socialization practices, and the influences of family, peers, school, and media. Prerequisites: EDUC 0800, EDUC 1270, EDUC 1430, EDUC 1580, EDUC 1710, CLPS 0610 (COGS 0630), or equivalent. Enrollment limited to 30.

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EDUC 1870. Education and Human Development in East Asia.

This course examines education and human development in East Asia, mainly China, Japan, and South Korea, using international and comparative perspectives. We will examine the role of educational systems and key contexts such as family, school, and globalization in the development and educational processes of children and adolescents. We will also explore culturally unique concepts, diversity, and inequality in educational processes across and within these countries. The course draws on a range of contemporary studies from interdisciplinary social science fields, some of them theoretical and many of them empirical (both qualitative and quantitative).

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EDUC 1890. Family Engagement in Education.

How do families from diverse backgrounds support their children’s schooling? What does research tell us about how families influence their children's development and educational processes? Students in this course will examine theories and research findings related to family engagement in education drawing from various social science studies. The course offers an in-depth look at focal topics across diverse groups, such as parental beliefs and practices, family processes in sociocultural cotexts, immigrant families, and elements and programs that promote family-school partnerships. This course involves students' fieldwork and engagement in the community.

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EDUC 1900. Senior Seminar.

Required of and reserved for seniors of the Education Studies Concentration as a culminating experience of your Concentration. Our foundational and methodological courses introduced you to the basic themes and research in the field, and upper-level courses typically focused on particular topics in greater depth. Your decision to be an Education Studies concentrator was likely related to one or more of the central themes of the field of education (e.g., human development, education policy and history, culture, race/ethnicity, gender, social justice, etc.). We hope to build on these learning experiences, broadening and deepening your learning across different areas of education.

Fall EDUC1900 S01 16019 MWF 2:00-2:50(10) (J. Li)
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EDUC 1970. Independent Study.

Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

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EDUC 1990. Independent Reading and Research.

Supervised reading and/or research for education concentrators who are preparing an honors thesis. Written permission from the honors advisor required. Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

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EDUC 1991. Independent Reading and Research.

Supervised reading and/or research for education concentrators who are preparing an honors thesis. Written permission from the honors advisor required. Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

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EDUC 2060A. Methods of Teaching: English.

S/NC.

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EDUC 2060B. Methods of Teaching: History and Social Studies.

S/NC.

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EDUC 2060C. Methods of Teaching: Science.

S/NC.

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EDUC 2070A. Student Teaching: English.

S/NC.

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EDUC 2070B. Student Teaching: History and Social Studies.

S/NC.

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EDUC 2070C. Student Teaching: Science.

S/NC.

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EDUC 2080A. Analysis of Teaching: English.

No credit course.

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EDUC 2080B. Analysis of Teaching: History and Social Studies.

No credit course.

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EDUC 2080C. Analysis of Teaching: Science.

No credit course.

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EDUC 2090. Literacy Across the Curriculum.

Focuses on three major areas of pedagogy: literacy across the curriculum, special education, and teaching English Language Learners. Topics include: current theory and practice in the three areas, legal requirements for special education, planning for differentiated instruction, assessment and diagnosis of student skill levels, measuring and reporting student achievement, adapting content for ELLS, selecting and working with texts, and effective vocabulary instruction. Open to MAT students only. S/NC.

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EDUC 2110. Summer Practicum and Analysis.

Introduces MAT students to elementary school students through work in a unique summer enrichment program for inner city Providence children: Summer Prep readings and seminar meetings focus on arts education; introductions to the teaching of literacy, math and science; curriculum and lesson planning; creating a community of learners; issues of diversity; and physical education. S/NC.

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EDUC 2320. Quantitative Research Methods and Data Analysis.

The goal of this course is to provide students in the Urban Education Policy course with a foundation and understanding of basic statistical analyses so that they will be able to design and carry out their own research and will be able to use data to inform education policy and practice.

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EDUC 2330. Urban Education Policy: System and Governance.

This course is a requirement for students of the MA in Urban Education Policy program. It examines the system, structure, and governance of urban education policy. It will explore how urban school systems are organized, how urban education policies are made and implemented, and the political realities behind urban policy change. Students will develop an understanding of the landscape of contemporary education policy. The course will include team-based policy projects.

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EDUC 2350. Economic Analysis and Urban Education Policy.

This course introduces students to the main economic theories and related applied work that inform education policy analysis by combining economic theory, econometric studies, and education and institutional literature in an examination of current issues in U.S. education, particularly those issues that are most relevant to urban education. We begin by examining key concepts and theories from microeconomics, labor economics, and public economics that are most relevant for studying questions in education. After laying this theoretical foundation, we examine how these theories can illuminate and aid policy analysis around key topics in U.S. education. Open to graduate students only.

Spr EDUC2350 S01 26086 TTh 4:00-5:20 (J. Tyler)
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EDUC 2360. Policy Analysis and Program Evaluation for Education.

Informed education policymaking requires reliable information about the causal effects of government programs and other factors shaping educational outcomes. This course offers an overview of education policy analysis with an emphasis on econometric strategies for measuring program impacts. It aims to make students critical consumers of policy evaluations and to equip them with tools to conduct their own research. Topics covered include the politcial context for policy research, social experiments, alternative strategies for making causal inferences, and cost-benefit analysis. Prerequisites: EDUC 1110, POLS 1600, SOC 1100, or written permission of the instructor.

Fall EDUC2360 S01 15858 TTh 4:00-5:20 (M. Kraft)
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EDUC 2367. Strategic Management of School Organizations.

This course will develop a range of professional, leadership, and management skills, build knowledge and understanding about how organizations work, and offer a place for critical reflection about the internship experience. It will employ case studies of organizations and reforms and draw from the experience of practitioners from the field.

Fall EDUC2367 S01 17604 W 3:00-5:30 (E. Qazilbash)
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EDUC 2370. Internship.

Students in the Urban Education Policy Master's Program participate in year-long internships in organizations that focus on urban education policy. Each student works with his or her site supervisor to develop a job description for the internship that allows the student to learn from and contribute to the work of the host organization.

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EDUC 2380. UEP Internship Seminar.

Students in the Urban Education Policy master's program participate in year-long internships in organizations that focus on urban education policy. Each student works with his or her site supervisor to develop a job description for the internship that allows the student to learn from and contribute to the work of the host organization. This corresponding seminar will explore identity in leadership and study what leadership practices, skills, competencies and dispositions are required to succeed at social change work, both at the internship site and in educational organizations where students may work in after Brown.

Spr EDUC2380 S01 24656 W 4:00-6:30 (E. Qazilbash)
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EDUC 2385. Education Inequality and Community Assets: Contexts and Change.

Designed for graduate students in the Urban Education Policy A.M. and the Master of Arts in Teaching programs, this course focuses on understanding the dynamic social, cultural, and community conditions shaping America's diverse classrooms. We do so through reading and engaging in anthropological and sociological scholarship on issues like immigrant students, hidden scripts of gender and sexuality in secondary schools, social class and tracking, and ethno-racial discrepancies in discipline. By reading works focused on close observation of students, teachers, and families, students will learn to identify, describe, and evaluate how socio-cultural and socio-economic factors impact learning, student outcomes, and teaching.

Fall EDUC2385 S01 15857 M 3:00-5:30 (C. Thomas)
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EDUC 2390. Race and Democracy in Urban Education Policy.

This course will provide a broad introduction to contemporary education policy centered on issues of race/ethnicity and ideas of democracy. Students will begin by engaging theories of democracy and theories of race. The course will then transition to analyzing major education policy debates such as: school desegregation, school finance, teacher evaluation, curriculum development standards, accountability, educator policies (collective bargaining, certification), special education, and the current policy landscape. The course will include final group projects where students apply the theoretical concepts to strategies for school reform, with the neighboring school districts as cases.

Spr EDUC2390 S01 26122 TTh 6:40-8:00PM (J. Collins)
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EDUC 2450. Exchange Scholar Program.

Course usage information

EDUC 2500. Foundations of Teaching and Learning.

This course surveys and critically appraises foundational theories of teaching and learning. As MAT students learn about these theories and the theorists behind them, we consider their effect on our construction of youth’s learning and teachers’ practice. Through reading ethnographic and qualitative research, we will examine how sociocultural contexts and differences affect how youth learn and how teachers teach. In this way, we see how theoretical paradigms are refined by the experiences of diverse learners and teachers.

Course usage information

EDUC 2510A. Educational Theory and Practice in Teaching English 1.

This course is designed to help MAT students make connections between the theory and the practice of teaching English in the secondary schools. This fast-paced summer course includes a Brown Summer High School practicum teaching experience in the morning and an intensive methods class that accompanies it in the afternoon. The class will focus on high leverage practices for teaching English and visible learning for literacy, particularly in the heterogeneous untracked high school classroom. This workshop-based class focuses specifically on methods for creating a constructivist, student-centered English classroom with high school students from diverse backgrounds in the mainstream classroom.

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EDUC 2510B. Educational Theory and Practice I: Social Studies.

This course is designed to provide MAT students with an opportunity to wrestle with the tensions and possibilities embedded in the struggle to bridge educational theory with practice in secondary social studies classrooms. The summer course is an intensive theory- and practice-based experience that is intimately linked with a Brown Summer High School teaching practicum. The practicum, in combination with daily methods classes, will begin the process of developing culturally responsive lessons that integrate the multiple dimensions of social studies: Civics & Government, Historical Perspectives, Geography, and Economics.

Course usage information

EDUC 2510C. Educational Theory and Practice 1: Science.

This course is designed to provide experiences and resources that will support the development of science MAT students. Through interactive activities, readings, and class discussions, the class, as a component to student teaching during Brown Summer High School, will explore key elements and challenges of secondary science teaching and provide a foundation for continued growth and reflection throughout the students’ teaching careers. Some of the main topics discussed in this course are national and state science standards, reform-based approaches to instruction and assessment, unit/lesson planning, the use of technology in science teaching, and laboratory safety.

Course usage information

EDUC 2510D. Educational Theory and Practice in Teaching Mathematics 1.

This course is designed to provide a clinical experience and resources that will support the development of math MAT students teaching at Brown Summer High School. Through interactive activities, readings, and class discussions, the class will explore key elements and challenges of secondary mathematics teaching and provide a foundation for continued growth and reflection throughout the students’ teaching careers. Topics will include standards, reform-based approaches to instruction and assessment (including fostering mathematical thinking in students through use of active pedagogy), unit/lesson planning, analyzing student work to improve teacher practice, and the use of technology in mathematics teaching.

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EDUC 2515. Learning Theory and Special Populations.

This course will provide MAT students with an understanding of factors and responsibilities as you work collaboratively with students, professionals, and parents to establish appropriate educational supports student success and achievement. We will explore the various categories of human exceptionality and their variations; review the main laws and policies that inform your work with exceptional students; study Individualized Education Programs and 504 plans and their implications for instruction; study the Universal Design for Learning (UDL) framework for differentiation; discuss different models for collaborations with school professionals and parents; and access research and resources that support your work with these students.

Fall EDUC2515 S01 15946 W 3:00-5:30 (J. Palella)
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EDUC 2520A. Educational Theory and Practice in Teaching English II.

This course is designed to accompany MAT students' one-semester fall practicum teaching placement. This field-based course uses the Rhode Island Professional Teaching Standards and the aligned rubric of Danielson’s Framework for Teaching as a guiding standard as well as a central assessment mechanism. ETP II integrates theory and practice with standards-based instruction for the culturally relevant classroom. Students will bring their experiences and questions about teaching and learning directly from teaching and/or observations at field sites so the class can address those questions using discussion, research and inquiry. Artifacts of instruction, practice, and assessment will be examined and analyzed.

Fall EDUC2520A S01 15941 Th 1:00-2:20(08) (L. Snyder)
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EDUC 2520B. Educational Theory and Practice in Teaching Social Studies II.

This course provides opportunities for social studies MAT students to meet the Rhode Island Professional Teacher Standards (RIPTS) and the National Council of the Social Studies Preservice teacher standards. In this particular semester, the objectives are to be able to develop standards-based lesson plans and activities for your students that are culturally responsive in social studies based on your knowledge of students and how they learn; use an evaluation framework to distinguish curriculum quality; and successfully revise curriculum as necessary in order to align with the RI GSEs and meet the needs of your students in a culturally responsive way.

Fall EDUC2520B S01 15943 Th 1:00-2:20(08) (J. Palella)
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EDUC 2520C. Educational Theory and Practice for Science II.

This course provides opportunities for science MATs to meet the Rhode Island Professional Teacher Standards (RIPTS) and the National Science Teacher Association Preservice science teacher standards. In this particular semester, the objectives are to be able to develop standards-based lesson plans and activities for your students that are culturally responsive in science based on your knowledge of students and how they learn; use an evaluation framework to distinguish curriculum quality; and successfully revise curriculum as necessary in order to meet the needs of your students in a culturally responsive way.

Fall EDUC2520C S01 15944 Th 1:00-2:20(08) (D. Silva Pimentel)
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EDUC 2520D. Educational Theory and Practice in Teaching Mathematics II.

This course is designed to provide a space for math MAT candidates in their fall placement to develop their pedagogical content knowledge of culturally responsive teaching as it pertains specifically to teaching mathematics in middle and high school levels. Continuing from our summer work, this course delves more deeply into thinking about what it means to be culturally responsive in particular aspects of curriculum and instruction: CCSS math standards, how students learn, approaches to student-centered mathematics instruction, and choosing and revising curriculum materials. Students will explore what it means to be culturally responsive in each of these areas.

Fall EDUC2520D S01 15945 Th 1:00-2:20(08) (I. Gil)
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EDUC 2525. Instructional Design, Planning, and Integrating Technology.

In this course, students enrolled in the MAT program will build on the knowledge of instructional design that they developed in the summer. MAT candidates will delve more deeply into the Universal by Design (UbD) design process and consider its relationship to the Sheltered Instruction Observation Protocol (SIOP) Model. Additionally, students will work with the Technology, Pedagogy and Content Knowledge (TPACK) Model which will support their ability to deliberately integrate developmentally appropriate technology into their plans in order to positively impact student learning.

Fall EDUC2525 S01 15940 T 1:00-2:20(08) (L. Snyder)
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EDUC 2530A. Educational Theory and Practice III: English.

This course is designed to accompany the English MAT spring semester student teaching placement, with an aim to connect research with an experience, workshop, or record of practice to help students understand, implement, question and revise the practice in their own classrooms. Particular areas of focus include independent teaching in the linguistically and culturally diverse high school English classroom; practices for setting up the heterogeneous high school English classroom; classroom management; diagnostic assessment of student learning; understanding your position as a teacher and the context of your school; creating a professional learning community; and methods of teaching English with technology.

Spr EDUC2530A S01 24660 W 3:30-5:00 (L. Snyder)
Course usage information

EDUC 2530B. Educational Theory and Practice in Teaching Social Studies III.

This course is a continuation of Educational Theory and Practice 1 and 2, designed to provide a space for social studies MAT candidates in their spring student teaching placement to develop their pedagogical content knowledge of culturally responsive teaching as it pertains specifically to teaching social studies in middle and high school levels. Building on the work we did in the summer and the fall, this course delves more deeply into thinking about what it means to be culturally responsive in particular aspects of curriculum and instruction.

Spr EDUC2530B S01 24661 W 3:30-5:00 (J. Palella)
Course usage information

EDUC 2530C. Educational Theory and Practice in Teaching Science III.

This course for science MAT candidates is a continuation of Educational Theory and Practice 1 and 2. It is designed to provide a space for candidates in their spring student teaching placement to develop their pedagogical content knowledge of culturally responsive teaching as it pertains specifically to teaching science in middle and high school levels. Continuing from the work done in the summer and the fall, this course delves more deeply into thinking about what it means to be culturally responsive in developing science assessments and in approaching discourse, modeling and mathematical representations.

Spr EDUC2530C S01 24667 W 3:30-5:00 (D. Silva Pimentel)
Course usage information

EDUC 2530D. Educational Theory and Practice in Teaching Mathematics III.

This course is a continuation of Educational Theory and Practice 1 and 2. It is designed to provide a space for math MAT candidates in their spring student teaching placement to develop their pedagogical content knowledge of culturally responsive teaching as it pertains specifically to teaching mathematics in middle and high school levels. Continuing from the work we did in the summer and the fall, this course delves more deeply into thinking about what it means to be culturally responsive in curriculum and instruction, particularly in approaches to discourse, assessment, and interdisciplinary connections.

Spr EDUC2530D S01 24662 W 3:30-5:00 (I. Gil)
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EDUC 2535. Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I.

This half of a year-long course prepares preservice teachers in the MAT program to teach emerging bilingual students/English learners through sheltered instruction in the mainstream classroom and meet students’ linguistic, academic, and socio-emotional needs. New teachers must learn how to understand and include the experiences of linguistically diverse and multilingual students in their teaching. Additionally, preservice teachers must learn the nature of language acquisition and how specialized instruction can support this development. Through analysis of case studies, participants will also learn to plan and deliver high quality instruction that is differentiated to meet the needs of English learners.

Fall EDUC2535 S01 17113 W 3:00-5:30 (T. Kelly)
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EDUC 2545. Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II.

This second half of a year-long course prepares preservice teachers in the MAT program to teach emerging bilingual students/English learners through sheltered instruction in the mainstream classroom and meet students’ linguistic, academic, and socio-emotional needs. New teachers must learn how to understand and include the experiences of linguistically diverse and multilingual students in their teaching. Additionally, preservice teachers must learn the nature of language acquisition and how specialized instruction can support this development. Through analysis of case studies, participants will also learn to plan and deliver high quality instruction that is differentiated to meet the needs of English learners.

Spr EDUC2545 S01 24658 Th 4:00-5:30 (T. Kelly)
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EDUC 2555. Assessment and Using Data to Support Student Learning.

This course will provide a space for enrolled MAT degree candidates to learn theories related to assessment that are closely tied to their student teaching practical experience and also establish effective ways to measure their impact on student learning. The course will prepare students to explain concepts related to assessment; design formative and summative assessment systems through the UDL Framework; analyze the results of assessment tasks/data and utilize them to inform instructional decisions; and evaluate current and future trends in educational assessment.

Spr EDUC2555 S01 24659 M 3:00-5:30 (I. Gil)
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EDUC 2565. Practicum and Seminar I.

This clinical experience and seminar, held off-campus at student teaching sites, provides the practical component of the MAT fall semester that will allow MAT students to merge theory and practice. The main goals for this semester are for practicum students to familiarize themselves with their school context, students and community; develop an understanding of how school context and learning about students inform planning curriculum; be aware of the policies and initiatives you are responsible for in the role of a teacher; form professional relationships with your colleagues, students, and families; and begin instructing in a co-teaching model.

Fall EDUC2565 S01 17605 Arranged (D. Silva Pimentel)
Fall EDUC2565 S02 17606 Arranged (L. Snyder)
Fall EDUC2565 S03 17607 Arranged (I. Gil)
Fall EDUC2565 S04 17608 Arranged (J. Palella)
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EDUC 2575. Student Teaching and Seminar.

This off-campus student teaching clinical experience and seminar, held at student teaching sites, provides the practical component of MAT students' winter and spring semester that will allow students to merge theory and practice and gain proficiency in the domains outlined by the Framework for Teachers. This will be accomplished by taking on the full responsibilities of a teacher for selected secondary classes in your placement school with the guidance of your mentor teacher and your supervisor as well as attending meetings and other programs teachers are required to attend for your placement site.

Spr EDUC2575 S01 25539 Arranged (D. Silva Pimentel)
Spr EDUC2575 S02 26141 Arranged (L. Snyder)
Spr EDUC2575 S03 26143 Arranged (I. Gil)
Spr EDUC2575 S04 26144 Arranged (J. Palella)
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EDUC 2980. Studies in Education.

Independent study; must be arranged in advance. Section numbers vary by instructor. Section numbers vary by instructor. Please check Banner for the correct section number and CRN to use when registering for this course.

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EDUC 2990. Thesis Preparation.

For graduate students who have met the residency requirement and are continuing research on a full time basis.

Fall EDUC2990 S01 15471 Arranged 'To Be Arranged'
Spr EDUC2990 S01 24273 Arranged 'To Be Arranged'
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EDUC XLIST. Courses of Interest to Concentrators in Education.

Chair

Tracy L. Steffes

Professor

Reginald Archambault
Professor Emeritus of Education

Cynthia T. Garcia Coll
Charles Pitts Robinson and Palmer Barstow Professor Emerita of Education

Carl Kaestle
University Professor Emeritus of Education, History and Public Policy

Jin Li
Professor of Education

Susanna Loeb
Professor of Education; Professor of International and Public Affairs

John Modell
Professor Emeritus of Education

John H. Tyler
Professor of Education; Professor of Economics

Kenneth K. Wong
Walter and Lenore Annenberg Professor of Education Policy, Professor of Political Science

Professor of the Practice

Emily Qazilbash
Professor of the Practice of Education

Associate Professor

Matthew A. Kraft
Associate Professor of Education

John P. Papay
Associate Professor of Education

Tracy L. Steffes
Associate Professor of Education; Associate Professor of History

Assistant Professor

Jonathan E. Collins
Assistant Professor of Education

Andrea E. Flores
Assistant Professor of Education

David E. Rangel
Assistant Professor of Education

Visiting Assistant Professor

Pierre De Galbert
Visiting Assistant Professor of Education

Hilary L. Levey Friedman
Visiting Assistant Professor of Education

Nicole D. Truesdell
Visiting Assistant Professor of Education

Senior Lecturer

Diane H. Silva Pimentel
Senior Lecturer in Education

Luther Spoehr
Senior Lecturer Emeritus in Education

Lecturer

Indira Gil
Lecturer in Education

John Palella
Lecturer in Education

Laura A. Snyder
Lecturer in Education

Crystal A. Thomas
Lecturer in Education

Adjunct Assistant Professor Research

Daniel J. Bisaccio
Adjunct Assistant Professor of Education (Research)

Adjunct Lecturer

Brianna Marie Balke
Adjunct Lecturer in Education

Jonathan A. Goodman
Adjunct Lecturer in Education

Curtis Perdue
Adjunct Lecturer in Education

Karen H. Sibley
Adjunct Lecturer in Education

David I. Upegui
Adjunct Lecturer in Education

Education Studies

Welcome to Education Studies! Undergraduate concentrators study education in a rigorous, multi-dimensional way that allows them to investigate thorny questions of opportunity and equity in real-world settings. Our ever-expanding array of education courses allows undergraduates to explore fundamental issues of race, class, power, privilege, equity and identity through the lens of education. From introductory courses to advanced seminars, our classes examine how to teach for social justice, how students learn and develop, and how education policies promote or limit opportunity and equity.

 

Our faculty includes experts in teaching and learning, human development, education policy, and the history of education. We take a multi-disciplinary approach to the field, offering courses from perspectives in anthropology, economics, history, human development, political science, social work, and sociology, among others.

Concentration Requirements 

Redesigned for the 2020-2021 academic year, the concentration in Education Studies requires a total of 10 credit-bearing courses and 1 non-credit-bearing experiential component, allowing students to develop a personalized plan of study to structure their Education experiences. The new Education Studies coursework is as follows:

  • 3 Core Courses:  2 introductory courses (EDUC 0300 and EDUC 0750) will provide students with a broad-based introduction to the field of education and empirical methods used in the field, while 1 Senior Seminar, EDUC 1900, offers a culmination of students’ experiences in the concentration.
  • 4 Specialization Courses: Students must take 4 courses total in their chosen area of emphasis (Education Policy Analysis; Human Development; Education and Inequality; Education for Social Justice; Adolescence; Immigrant Families, Communities & Education; Child Development; Teaching and Learning; Education and Economics; or any related topic of interest) within the education field.
  • 3 Elective courses related to the field of education and the student's field of study. Only 1 independent study can count towards concentration requirements. No more than 3 courses in an Education Studies concentration can come from other departments outside of Education, and all courses should be approved by the student's advisor and meaningfully tied to education. 
  • 1 Experiential Component: By the end of fall semester of senior year, students must complete an Experiential Component designed to promote practice-based engagement with the field of education and reflect on their experiences, tying them into their academic learning in the Education Studies concentration. Students can satisfy this requirement in one of three ways:
    1. By completing an existing Community-Based Learning and Research (CBLR) in the Department. 

    2. By writing a paper reflecting on their experience through the lens of their coursework in the Department. The student’s academic advisor will assess the paper. It is to be completed independently of coursework and is not credit bearing (although students may do it as an additional assignment associated with a class they are taking). 

    3. By completing the reflection in an independent study-like course “Reflecting on Fieldwork.” 

 

Education Studies Concentration Plan of Study

Foundational Courses Required for Education Studies Concentration

Introduction to Education and Society: Foundations of Opportunity and Inequality
Evidence and Method in Education Research
Senior Seminar

 

Other Courses in Education Studies Concentration 

4 Courses in Area of Emphasis (could include any 4 of the following)4
New Faces, New Challenges: Immigrant Students in U.S. Schools
Controversies in American Education Policy: A Multidisciplinary Approach
The Afterschool Hours
Juveniles for Justice: Youth Civic Engagement and Activism
Brown v. Board of Education
Cradle of Inequality: The Role of Families, Schools, and Neighborhoods
Introduction to Human Development and Education
Sports in American Society
Fieldwork and Seminar in Secondary Education
The Craft of Teaching
The History of American Education
Comparative Education
Sociology of Education
Sociology of Higher Education
History of African-American Education
Politics and Public Education
Adolescent Literature
Introduction to Qualitative Research Methods
Introductory Statistics for Education Research and Policy Analysis
Economics of Education I
Education, the Economy and School Reform
Adolescence in Social Context
Language and Education Policy in Multilingual Contexts
Social Psychology of Race, Class, and Gender
The Psychology of Teaching and Learning
Ethnic Studies & Education
Cross-Cultural Perspectives on Child Development
Policy Implementation in Education
Literacy, Community, and the Arts: Theory into Practice
Urban Schools in Historical Perspective
Beauty Pageants as an American Institution
American Higher Education in Historical Context
Moral Development and Education
Social Context of Learning and Development
Education and Human Development in East Asia
Family Engagement in Education
3 Foundational course in Education (from the table above)3
3 Electives3
1 Experiential Component 0
Total Credits10

Honors

Concentrators seeking to graduate with honors must apply for honors candidacy by the end of their sixth semester. Successful candidates must meet all requirements for the concentration; maintain a minimum grade average that includes more A’s than B’s in Education courses (a B must be counterbalanced by two A's) ; and successfully complete EDUC 1990 and EDUC 1991, in which they write a senior thesis under the guidance of a thesis advisor. Honors are awarded on the basis of thesis quality. Students whose theses meet or exceed the standards established in the Department Rubric earn honors upon graduation.  Students interested in writing an Honors thesis should contact David Rangel, the Honors/Capstone Advisor. 

Capstone

Capstones are voluntary, student-initiated projects or experiences outside the classroom that build on and contribute to students' Education Studies concentration.  They can take various forms, including a research project, website design, curriculum design, policy analysis, or scholarly paper. Capstones can be designed and executed in the senior year, or can be based on a previous experience that the student wants to explore further in some way, such as an internship or teaching experience. While capstones do not confer academic credit or departmental honors, students who complete capstones will be recognized at the department graduation ceremony and will have the opportunity to present their work at a conference in the spring of their senior year. Through capstones, students have the opportunity to work closely with a faculty member in an area of their interest and are able to reflect on and extend their learning in the concentration.  

Concurrent Baccalaureate/Master of Arts in Teaching Degree

Beginning in 2020-2021, the Education Department offers a concurrent degree program in which Brown undergraduates can apply to earn a B.A. or B.S. in a subject field (English, history, math, biology, chemistry, physics, engineering and allied concentrations) and MAT degree in 5 years.

Brown undergraduates can apply through the Education Department during their junior year. During their first four years, candidates must complete all baccalaureate requirements and may take up to two of the required graduate courses. In their fifth year, they will complete the remaining required graduate courses, including the one-year teaching residency. The minimum requirements to complete both degrees are 36 credits, of which a maximum of two may count toward the concurrent baccalaureate/MAT degree.  

Engaged Scholars Program

The Engaged Scholars Program (ESP) in Education is intended for Education Studies concentrators interested in making connections between their concentration curriculum and long-term engagement, including internships, public service, humanitarian and development work, school-based education work, social service in education, or other forms of community and clinical involvement. The program combines preparation, experience, and reflection to provide students with opportunities to integrate academic learning and social engagement. (Note: This program is separate from the department's required experiential component.). Students can learn more about the program and its requirements on the ESP in Education website.

Education

The Department of Education offers two graduate programs: a Master of Arts in Teaching (M.A.T.) and a Master of Arts (A.M.) in Urban Education Policy. 

MAT Program Information and Requirements


The MAT program offers a master's degree in one of four secondary education disciplines: English, social studies, science (biology, chemistry, or physics/engineering), or mathematics. The MAT program has an intensive one-year, full-time format, beginning with a summer semester in June and ending the following May. The program is certification-eligible for Rhode Island state teacher certification in secondary education (grades 7-12). Rhode Island is a member of the Interstate Certification Compact (ICC), which has reciprocal agreements with 44 states.

MAT program graduate students complete 8 credits in total, consisting of a mix of one-credit and half-credit courses, including the summer practicum and academic-year student teaching.

English - MAT

The following plan of study is required of all secondary English MAT students:

Foundations of Teaching and Learning
Educational Theory and Practice in Teaching English 1
Learning Theory and Special Populations
Educational Theory and Practice in Teaching English II
Instructional Design, Planning, and Integrating Technology
Educational Theory and Practice III: English
EDUC 2535
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
Assessment and Using Data to Support Student Learning
Practicum and Seminar I
EDUC 2575
Practicum and Seminar II
Education Inequality and Community Assets: Contexts and Change

Social Studies - MAT

The following plan of study is required of all secondary Social Studies MAT students:

Foundations of Teaching and Learning
Educational Theory and Practice I: Social Studies
Learning Theory and Special Populations
Educational Theory and Practice in Teaching Social Studies II
Instructional Design, Planning, and Integrating Technology
Educational Theory and Practice in Teaching Social Studies III
EDUC 2535
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
Assessment and Using Data to Support Student Learning
Practicum and Seminar I
EDUC 2575
Practicum and Seminar II
Education Inequality and Community Assets: Contexts and Change

Science - MAT

The following plan of study is required of all secondary Science MAT students:

Foundations of Teaching and Learning
Educational Theory and Practice 1: Science
Learning Theory and Special Populations
Educational Theory and Practice for Science II
Instructional Design, Planning, and Integrating Technology
Educational Theory and Practice in Teaching Science III
EDUC 2535
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
Assessment and Using Data to Support Student Learning
Practicum and Seminar I
EDUC 2575
Practicum and Seminar II
Education Inequality and Community Assets: Contexts and Change

Math - MAT

The following plan of study is required of all secondary Math MAT students:

Foundations of Teaching and Learning
Educational Theory and Practice in Teaching Mathematics 1
Learning Theory and Special Populations
Educational Theory and Practice in Teaching Mathematics II
Instructional Design, Planning, and Integrating Technology
Educational Theory and Practice in Teaching Mathematics III
EDUC 2535
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
Assessment and Using Data to Support Student Learning
Practicum and Seminar I
EDUC 2575
Practicum and Seminar II
Education Inequality and Community Assets: Contexts and Change

For more information on MAT admission, program requirements, and state certification requirements, please visit the following website:

https://education.brown.edu/academics/graduate/master-arts-teaching

Urban Education Policy Program Information and Requirements


Urban Education Policy (UEP) program graduate students complete nine (9) courses in total, including a required nine-month internship that counts as one course.

UEP students must complete the following seven core courses:

Quantitative Research Methods and Data Analysis
Urban Education Policy: System and Governance
Economic Analysis and Urban Education Policy
Policy Analysis and Program Evaluation for Education
UEP Internship Seminar
Education Inequality and Community Assets: Contexts and Change
EDUC 2390
Race and Democracy in Urban Education Policy

UEP Electives

In addition to the seven courses listed above, UEP students must complete two (2) electives, approved by the student's faculty advisor, in areas that can include public policy, schools and school reform, social contexts of education, economic analysis, urban politics, quantitative analysis, research methods, schools and communities, and organization and leadership. A partial list of these elective courses could include any two of the following:

The Craft of Teaching
The History of American Education
Sociology of Education
History of African-American Education
Politics and Public Education
Introduction to Qualitative Research Methods
Language and Education Policy in Multilingual Contexts
Social Psychology of Race, Class, and Gender
The Psychology of Teaching and Learning
Cross-Cultural Perspectives on Child Development
Urban Schools in Historical Perspective
Social Context of Learning and Development
Family Engagement in Education
Intermediate Microeconomics
Intermediate Macroeconomics
Labor Economics
Urban Economics
Public Economics
The Economics of Social Policy
Introduction to Econometrics
Mathematical Econometrics I
Mathematical Econometrics II
Introduction to Econometrics I
Econometric Methods
Applied Economics Analysis
Methods of Research in Organizations
Leadership in Organizations
Market and Social Surveys
Multivariate Statistical Methods I
Advanced Demographic Techniques
Literacy, Culture, and Schooling for the Language Minority Student
Language, Culture, and Society
Theories in First and Second Language Acquisition
Research Seminar in ESL Education
Developing + Testing Theory-Driven, Evidence Based Psychosocial and Behavioral Health Interventions
African American Politics
The Politics of Urban Transformation
The City: An Introduction to Urban Studies
Fieldwork in the Urban Community
American Culture and the City
The Politics of Community Organizing
The Just City: Installment I, Comparative Perspectives on Juvenile Justice Reform
Immigrant Social Movements: Bridging Theory and Practice

For more information on the A.M. in Urban Education Policy admission and program requirements, please visit the following website:

https://education.brown.edu/academics/graduate/urban-education-policy-am