1. education

SCHOOL OF EDUCATIONAL STUDIES
FALL 2015 COURSE DESCRIPTIONS
AUGUST 31 – DECEMBER 19, 2015
Note: No more than a combined total of 4 units of Independent Research and/or Dissertation
Research may be taken in the doctoral program. The dean must approve exceptions.
ED 398 Independent Study (MA)
ED 399 Master’s Thesis or Critique Research
ED 400M Continuous Registration (MA)
ED 498 Independent Research
ED 499 Doctoral Study
2-4 units
1-2 units
0 units
2-4 units
0 units
Fall 2015 Sabbatical Leave: Cecilia Rios-Aguilar
Notes to Students:
1) Students finished with coursework register for ED 499 Doctoral Studies and are eligible for
one free course audit in the same semester (fall and spring only). Paper registration with
instructor permission is required.
2) Decisions about cancelling courses due to low enrollment (less than 5 students) will be
made by August 26. Affected students will be notified by e-mail.
3) Check CGU calendars for registration and other deadlines.
ED 426 Social Capital, Cultural Capital, and Educational Opportunity (4 units)
Instructor: William Perez ([email protected])
Day/Time: Thursday, 4:00 – 6:50 pm
This course will focus on the impact of cultural and social capital on educational trajectories.
The procedural knowledge that families have at their disposal about how to ensure their
children’s success in the educational system (cultural capital) and the connections that they
develop with key institutional agents like teachers, principals, counselors, tutors, other parents,
etc. (social capital) play a pivotal role in the educational experiences of students. We will
examine the intellectual history of these concepts, current exemplars of research that utilize
these concepts, and critical reflection on research traditions. The course will also focus on the
study of social processes and interaction patterns in educational organizations; relationship of
such organizations to aspects of society, social class, and power; social relations within school,
college, and university; formal and informal groups, subcultures in educational systems; roles of
teachers, students, and administrators.
Prerequisite: Education students only or instructor permission.
Fall 2015 (3/19/2015)
2
ED 430 Cognitive Development and Education (4 units)
Instructor: Philip Dreyer ([email protected])
Day/Time: Tuesday, 4:00 – 6:50
This course deals with what is known about how individuals develop knowledge and how such
development can be fostered in educational environments. Particular attention is given to
cognitive developmental theories such as those of Piaget, Bruner, Kohlberg, Gilligan, and Perry,
with less consideration given to research in information processing, cognitive psychology, and
language development.
ED 438 From Behaviorism to Postmodernism: Learning and Pedagogical Theories (4 units)
Instructor: Mary Poplin ([email protected])
Day/Time: Saturday, 9:00 – 3:00 (9/12, 9/26, 10/10, 10/24, 11/7, 11/21, 12/12)
Philosophic, psychological and socio-political assumptions have yielded a number of distinct
pedagogies and learning theories in the 20th Century that shape classrooms in schools and
universities. This seminar will examine the philosophic and theoretical underpinnings of five
major groups of learning/teaching theories that currently inform work in schools. These
include: behaviorism, constructivism, multicultural, relational, critical and classical educational
theories. We will compare these learning/teaching theories historically to views of teaching
and learning prior to modernity and explore the impact of postmodern thought as well.
Attention will be given to the theories as they impact education 1) across developmental ages,
from young children to adults and 2) across the contexts of culture, gender and economic
differences. We will also explore epistemologically the way in which these theories suggest
very distinct views of what constitutes knowledge.
Note: This course or ED 618 is required for students planning to take the Teaching and Learning
Great Books Qualifying Exam offered annually.
ED 459 Historical & Philosophical Foundations of American Higher Education (4 units)
Instructor: Linda Perkins ([email protected])
Day/Time: Wednesday, 7:00 – 9:50
This seminar explores major trends in American higher education from colonial times to the
present. Attention is given to the political, social, and economic contexts within which
American higher education has evolved and to the philosophical orientation of colleges and
universities as manifested primarily in their curricula.
ED 461 The College Student Experience (4 units)
Instructor: Deborah Carter ([email protected])
Day/Time: Wednesday, 4:00 – 6:50
This course focuses on the college student experience and related literature, theory, and
research. Special consideration is given to the increasing diversity of college students, identity
issues in college, factors that influence success, and implications for practice in college and
universities. Students will have an opportunity to focus on a topic of their choosing.
Fall 2015 (3/19/2015)
3
ED 465 Quantitative Research Methods (Research Tool) (4 units)
Instructor: David Drew ([email protected])
Day/Time: Tuesday, 4:00 – 6:50
This course is a thorough introduction to the acquisition and analysis of educational research
data. Topics include: conceptualizing a research problem, methods of gathering data,
interview and questionnaire construction, coding and structuring data, descriptive statistics,
statistical inference concepts, contingency tables/chi square analysis, t-test, one-way analysis of
variance, correlation and bivariate regression. Conceptual foundations of these techniques
rather than formulas are emphasized; the course can accommodate students with minimal
mathematics backgrounds.
Prerequisite: Education student or instructor permission required.
ED 466 Quantitative Research Practicum (Research Tool) (4 units)
Instructor: June Hilton ([email protected])
Day/Time: Monday, 7:00 – 9:50
This course provides an opportunity for the Ph.D. student to conduct a complete empirical
investigation utilizing the conceptual material and techniques acquired in ED465. Students will
be expected to develop a research problem based on a study of the literature, design a
questionnaire that addresses the research questions and operationalizes the variables, develop
a sampling plan, distribute the questionnaires with appropriate follow-up mailings, develop
coding guides and enter the data onto a computer, develop an analysis plan, conduct analyses,
and write a research report. In conjunction with the analysis phase, students will be instructed
in the use of statistical software, specifically the Windows version of SPSS. Seminar papers
should be of publishable quality.
Prerequisites: ED 465 or instructor permission; SES students or instructor permission.
ED 467 Applied Multivariate Analysis (Research Tool) (4 units)
Instructor: David Drew ([email protected])
Day/Time: Monday, 7:00 – 9:50
This course includes a thorough treatment of the conceptual basis, mathematics, and
applications of multiple regression and logistic regression. An introduction to multiple linear
path analysis is included. Students are asked to implement these techniques with research
data.
Prerequisite: Ed 466 or instructor approval
Note: Permission number required to enroll. Contact Cece in SES Office ([email protected];
909.621.8317).
Fall 2015 (3/19/2015)
4
ED 580A Proseminar for Doctoral Study (2 units)
Instructor: Tom Luschei ([email protected])
Day/Time: Tuesday, 7:00 – 9:50 (9/1, 9/15, 9/29, 10/13, 10/27, 11/10, 11/24, 12/8)
This is a required course for all first-year doctoral students in the School of Educational Studies
(SES) entering fall 09 or later. The course has four main components: (1) to provide students
with the opportunities to prepare for success in the “scholarly life,” and more specifically, SES’s
Ph.D. program; (2) to introduce students to the major issues and seminal research in education;
(3) to introduce students to the SES faculty; and (4) help students develop connections with
each other and with the faculty to create a community of learners and scholars.
The Proseminar will help students build on their professional skills and experiences by
providing support to develop the academic skills expected and required in Ph.D. courses and in
the qualifying exam/dissertation work. In particular, we will focus on (1) qualifying exam
planning, (2) dissertation planning, (3) academic skills, and (4) the development of a plan for
the attainment of required competencies (e.g., research, college instruction, advocacy,
leadership), and learn the steps and procedures required to complete doctoral study, including
a timeline and plan for successful completion.
ED 580B Capstone for Doctoral Research (2 units)
Instructor: Phil Dreyer ([email protected])
Day/Time: Thursday, 7:00 – 9:5 (9/3, 9/17, 10/1, 10/15, 10/29, 11/5, 11/9, 12/3)
This course is primarily designed to prepare doctoral students for the process of writing their
research outlines and dissertation proposals. In addition, it will allow students to gain the skills
necessary to critically evaluate the design of published research in their respective areas of
expertise. The target audience for the course is doctoral students in the School of Educational
Studies (SES) who have completed their first qualifying exam, research tools (i.e., taken
qualitative, mixed, and/or quantitative methods courses), and who are at or near the proposal
stage of their doctoral programs. Students will be required to work with their peers and the
instructor to craft a mock dissertation proposal which will include the following sections: (1)
introduction (i.e., purpose, statement, and research questions), (2) literature review map, (3)
theoretical framework, and (4) methods (i.e., sample, data collection, data analysis, and
limitations).
NOTE: This course is required for all doctoral students in SES entering in summer 2013 or
later. Although the focus will be on proposal development, it does not take the place of the
doctoral advisor and dissertation committee. Students must consult with their advisor
regarding the expected format and content of their dissertation proposal.
Prerequisite: 62 units of completed course work, including transfer units; two completed,
recorded research tools; and one approved, recorded qualifying exam.
Enrollment Instructions: Students who meet the prerequisites and have no holds on their
student account can register for the course via the Student Portal; otherwise, e-mail Cece
Gaddy ([email protected]) to have your name put on the waiting list. The SES Office will
review the readiness (including both fulfillment of requirements and length of time in the
program) of each person on the waiting list and, upon dean/instructor approval, register
eligible waitlisted students on a space available basis.
Fall 2015 (3/19/2015)
5
ED 581 Education of Immigrant Youth: Psychological Perspectives (4 units)
Instructor: William Perez ([email protected])
Day/Time: Thursday, 7:00 – 9:50pm
This course examines the current status of immigrant students in elementary and secondary
schools in the United States. The course focuses on the unique challenges that immigrant
students place on educators and schools administrators. Readings and class discussions are
intended to put into sharp focus the issues of immigrants in U.S. schools. Particular attention is
given to strategies employed by immigrants of all ages to adjust to U.S. schools and culture. As
part of this discussion, the psychological world of immigrant students is explored since this is
critical in understanding the final academic attainment of these students.
The readings in the course come from a variety of sources that explore the dilemma of adult
immigrants in the U.S. and the difficulties faced by their children in schools. Special attention is
given to the psychological dimensions of adjustment of immigrant students and their families,
and the role of teachers and schools serving these students.
ED 601 Research Methods and Design (4 units) (Research Tool)
Instructor: Susan Paik ([email protected])
Day/Time: Saturday, 9:30 – 3:30 (*8/29, 9/12, 9/26, 10/10, 10/24, 11/7, 11/21, 12/5)
*Note: first class session precedes opening of Fall 2015 semester.
The purpose of this course is to introduce doctoral-level education students to quantitative and
qualitative educational research traditions, procedures, theories, and methods. Emphasis is
placed on identifying methods appropriate for particular research questions and conducting
disciplined inquiry regardless of method selected. Students will be expected to compare and
contrast various measurement tools used in educational research and to label those tools that
will be useful in their own research.
Note: Completion of Quant 1 (ED 465) prior to (or concurrent with) this course is strongly
recommended. This course is an introduction to research methods and design; the content of
the course can be helpful and applied throughout the doctoral program. The ideal time to take
ED 601 is earlier in the program (as early as second to the fourth semester) and it should not be
taken as one of the last courses in your program plan. Students who are interested in
developing their dissertation proposals should take ED 580B Capstone for Doctoral Research.
Prerequisite: Completion of at least 10-12 units (3 courses) in PhD program and instructor
permission. Education PhD Students only (12 students max). If interested in the class, please email Cece Gaddy ([email protected]) and indicate in the email subject line: ED 601 Fall
2015. Provide the following information: 1) number of units completed in the PhD program
(CGU and/or SDSU-CGU Program), and 2) identify any methods courses (research tools) taken
as part of those units. Permission number will be issued via email upon instructor approval.
Fall 2015 (3/19/2015)
6
ED 612 Educational Ethics in Context (4 units)
Instructor: Margaret Grogan ([email protected])
Day/Time: Mondays, 4:00 – 6:50
This seminar course covers fundamental ethical principles and theory in the context of
contemporary educational settings PreK-16. Readings will focus on the ethical dimensions of
leadership, teaching/instructing and policymaking. Several schools of ethical thought will be
drawn upon and relevant case studies/ethical dilemmas in education will be used to generate
discussion.
ED 641 Effective Educational Policies for English Language Learners (4 units)
Instructor: Lucrecia Santibañez ([email protected])
Day/Time: Friday, 4:00 – 9:50 (Dates TBD)
Location: California State University Dominguez Hills
This course will present an overview of the major challenges faced by English Language
Learners (ELs) in the U.S. The course will begin with a description of the historical background,
current issues, and debates around teaching and learning for EL populations. We will explore
social factors that influence EL achievement, such as social inequality, immigration, poverty and
parental engagement. Next, we will discuss programs and instructional practices that seem to
work for EL students, as well as broad questions relating to teachers of EL students
(preparation, skills) and resources. The course will also discuss the politics surrounding past and
present debates around ELs. In particular, we will review policies and laws to ban bilingual
education, policies that have led to sorting and segregation of EL students, and legal challenges
to the Equal Educational Opportunity Act on behalf of English Language Learners (e.g. the case
of Arizona and The Civil Rights Project). Lastly, we will review evidence to support language
minority student learning in other countries that have large proportions of students speaking a
non-dominant language.
ED 642 Economic Analysis of Education (4 units)
Instructor: Lucrecia Santibañez ([email protected])
Day/Time: Tuesday, 4:00 – 6:50
This course is designed to provide students with an overview of economic and finance issues in
education. The course is divided into three sections (1) Principles of Economics applied to
education, (2) Economics as a tool for education analysis, and (3) Introduction to school finance.
The first section provides an overview of basic economic concepts and illustrates how they can
be useful in thinking about issues facing educators and policymakers. The second section
introduces students to the role of empirical economic analysis as a tool to analyze educational
issues and make policy choices while the third section provides an introductory discussion of
school finance issues.
Fall 2015 (3/19/2015)
7
ED 657 Access & Equity in Higher Education (4 units)
Instructor: Deborah Carter ([email protected])
Day/Time: Monday, 7:00 – 9:50
This course is designed to introduce individuals to the research, theoretical, and practical
issues surrounding access to college and equity in institutions of higher education institutions.
This course specifically addresses access and equity issues as they relate to racial/ethnic
minority groups and socioeconomic status. The major themes covered in the course are:
college choice, affirmative action, community colleges, financial aid, and access to the
professoriate.
ED 679 Readings in the History of Urban Education (4 units)
Instructor: Carl Cohn ([email protected])
Day/Time: Fridays, 4:00 – 10:00 (9/11, 9/25, 10/9, 10/23, 11/6, 11/20, 12/11)
See description under ‘Urban Leadership’ classes below.
*TNDY 404L Exploring Judeo-Christian Knowledge across the Disciplines (4 units) Instructor:
Mary Poplin ([email protected])
Day/Time: Saturday 9:00 – 4:00 (9/19, 10/3, 10/17, 10/31, 11/14, 12/5)
In the last several decades, prominent intellectuals have begun to challenge the secularization
of the West and the Western academy. Scholars across disciplines and worldviews suggest that
there is unique knowledge inherent in the Judeo-Christian worldview that is foundational to the
various spheres of public and academic life. In addition, there are scholars who articulate
unique contributions of Judeo-Christian thought across the academic disciplines. This
Transdisciplinary seminar will examine 1) the contemporary challenges to secularism, 2) the
intellectual principles of Judeo-Christian thought as compared to other worldviews, 3) the
application of these principles across various disciplines and 4) examples from various scholars’
work across the disciplines. This course is designed for those graduate students working within
Judeo-Christian institutions and those interested in the general topic. Participants in the various
fields will work together in Transdisciplinary groups to develop a final project on a related topic.
*This course satisfies the transdisciplinary requirement for PhD students.
URBAN LEADERSHIP
2014 Urban Leadership students take the following courses:
ED 641 Effective Educational Policies for English Language Learners (4 units)
Instructor: Lucrecia Santibañez ([email protected])
Day/Time: Friday, 4:00 – 9:50 (Dates TBD)
Location: California State University Dominguez Hills
(See description in numerical listing above)
Fall 2015 (3/19/2015)
8
ED XXX (Course TBA)
Instructor: TBD
Day/Time: Saturday, 9:00 – 3:00 (Dates TBD)
Location: California State University Dominguez Hills
2015 Urban Leadership students take the following courses:
ED 679 Readings in the History of Urban Education (4 units)
Instructor: Carl Cohn ([email protected])
Day/Time: Fridays, 4:00 – 10:00 (9/11, 9/25, 10/9, 10/23, 11/6, 11/20, 12/11)
Prospective leaders of today’s urban school systems need to understand and value the rich
history of the development of schools in America’s large cities. Knowing who the reformers of
the past were and what they tried to accomplish or avoid may well shed light on the problems
faced by urban reformers today. Using Cremin’s The Transformation of the School, Tyack’s The
One Best System and Rury’s Urban Education in the United States, students will explore,
examine and debate the history of urban education in the past and what today’s historical
researchers are learning about recent reform efforts. In addition, students will develop a
seminar paper that examines the history of the urban system where they are currently working,
using the research tools studied in this seminar.
ED 603 Educational Leadership (4 units)
Instructor: Margaret Grogan ([email protected])
Day/Time: Saturdays, 9:00 – 3:00 (9/12, 9/26, 10/10, 10/24, 11/7, 11/21, 12/12)
This seminar course explores contemporary conceptions of educational leadership. Leadership
includes individual duties and responsibilities as well as collective duties and responsibilities.
Areas covered will include Principles of Leadership, Social Justice Leadership, Culture and
Change, Leadership for Learning, and The Future of Leadership. The course will focus on the
theoretical foundations of organizational leadership and the practical applications of leading
schools and districts in the 21st century.
Prerequisite: Open to incoming 2015 Urban Leadership cohort students.
Fall 2015 (3/19/2015)